Heartland Community College
Social & Business Sciences Division
Course Syllabus for Students Spring 2012
Course Prefix and Number: EDUC 101-01
Course Title: Introduction to Education
Credit Hours: 3
Course meets: T/R 9:30 – 10:45 am ICB 2706
Introduction: Introduction to Education is a course designed to introduce students to the
foundation of education. By studying these foundations future teachers will learn to appreciate
the proud heritage of the teaching profession and will begin to formulate a personal educational
philosophy. Such a study also enlightens future teachers about the school’s responsibilities to
society and provides an understanding of school administrations and curricula.
Catalog Description: This course provides an introduction to the American education
system and as teaching as a profession. Throughout the course students will be offered a variety
of perspectives on education including: historical, philosophical, social, legal, and ethical issues
in a diverse society. Study of organizational structure and school governance will also be
included. A minimum 15 hour clinical component is required for this course.
Instructor Information:
Instructor name: Karen Shaw
Phone number to contact instructor: office # (309) 268-8581
Instructor e-mail address: karen.shaw@heartland.edu
Instructor’s Office: ICB #2106 - located in the Social & Business Sciences Suite
Office Hours: Mon -Thurs. 9:00 – 9:30 am; Mon. – Thurs. 1:00 – 2:30 pm or by
appointment
Textbook/Course Materials:
Ryan & Cooper. Those Who Can Teach. 12th Ed. St. Charles, IL: Houghton Mifflin
Publishers. ISBN 13: 978-0-547-20488-8
A USB drive (*You will use this in all Heartland education courses to save course material &
create your electronic portfolio.)
Relationship to Academic Development Programs and Transfer:
This course fulfills 3 semester hours of elective credit for the A.A., A.S. or A.A.S. degrees. It
should transfer to most colleges and universities as an elective course. However, since it is not
part of the General Education Core Curriculum described in the Illinois Articulation Initiative,
students should check with an academic advisor for information about its transferability to other
institutions. Refer to the IAI web page at www.itransfer.org for more information.
Beliefs:
Academic Discipline: Education is an applied discipline in the truest sense. The collective
knowledge of professionals in this field is based on many theories but those theories only have
value when used in practical application. The knowledge base that educators draw upon in their
practice has evolved from education-specific areas (e.g., curriculum, instructional design,
educational policy) as well as other fields that lend insight to students, schools and the
teaching/learning process (e.g., cognitive psychology, developmental psychology, sociology).
Student Learning: Learning involves interaction between learner and material to be learned the more interaction the greater the learning potential. The student’s job is to: have the desire to
learn; be prepared for class; actively participate during class; and take responsibility for the
learning process. It is the learner’s job to do the mental work within the framework provided by
the instructor.
Instructor’s Role: It is my job to orchestrate learning and personal discovery throughout this
course. I will serve as a facilitator of, model for, and a resource to your learning. My role is to
plan the learning activities, structure the learning environment, provide feedback to the learner,
and help learners discover where to get assistance when needed. It is the instructor’s role to “set
students up” for success and direct the learning process.
Course Objectives (Learning Outcomes):
Upon completion of this course, students will:
1. be introduced to a broad range of factors which influence Education in American Society.
2. analyze the challenges facing educators and to bring factual analysis to their solutions.
3. identify the educational problems in the context of the greater societal issues.
4. enhance their career choice as educators with
a. a personal understanding of issues in relation to their future career in education.
b. the ability to communicate effectively on the issues.
c. the ability to make reasonable decisions on their careers.
Course Standards: Based on the Illinois Professional Teaching Standards (IPTS)
There are two levels that correspond to the standards/indicators identified below:
Introduced: Concepts/materials are covered at a beginning level of knowledge and/or skill.
Met: Concepts/materials are covered at a proficient level of knowledge and/or skill.
Learning Outcome:
Understand how students’ learning is influenced by
individual experiences, talents and prior learning as
well as language, culture, family, and community
values.
Understand personal cultural perspectives and
biases and their effects on one’s teaching.
*GE
Code
D1
Method of
Assessment
Exam, Paper,
Individual Project,
Class Discussion
**IPTS
D4
Exam, Paper, Class
Discussion
3F –
Intro.
3C –
Intro.
Understand how to use various technological tools
to access and manage information.
Understand how cultural and gender differences
can affect communication in the classroom.
Understand the social, intellectual, and political
implications of language use and how they
influence meaning
Understand schools as organizations within the
larger community context.
Understand that reflection is an integral part of
professional growth and improvement of
instruction.
Understand methods of inquiry that provide for a
variety of self-assessment and problem-solving
strategies for reflecting on practice.
Understand the unique characteristics of education
as a professional code of conduct as defined by the
Illinois School Code.
Understand how school systems are organized and
operate.
Understand school policies and procedures.
Understand the importance of active participation
and leadership in professional education
organizations.
Be familiar with the rights of students with
disabilities.
D2
C6
D1
Use of electronic
portfolio
Exam, In- Class
Assignments, Class
Discussion
Exam, In-Class
Assignments, Class
Discussion
Exam, Group
Project
Reflection Paper,
Class Discussion
4G –
Intro.
7C –
Intro.
Exam, Paper
10B –
Intro.
Exam, Class
Discussion, In-Class
Assignment
Exam, Research
Project
Exam, Group
Project
Research Project,
Class Discussion
11 A Met
Exam, Class
Discussion, Group
Project
11 F
Intro
*Heartland Community College General Education Codes
**IPTS (Illinois Professional Teaching Standards)
Topic Outline for EDUC 101:
1. Social Context
 What is life like in schools?
 Do schools reflect society? Mirror their communities?
2. Diversity
 Who are today’s students?
 What social problems and tension points affect today’s schools?
3. Communication in the Classroom
 What makes a teacher effective in the classroom?
4. Organization and Operation Procedures
 How are schools organized and operated?
7C –
Intro.
9A –
Intro.
10 A –
Intro.
11 B –
Intro.
11 C Intro
11 E Intro
5. Legal Issues
 What are the laws pertaining to schools?
 What legislation has been put into place to improve education and protect the
rights of children?
 What legal issues do teachers face?
6. School Policies and Governance
 How are schools governed, influenced and financed?
7. Professionalism
 What does if mean to be a professional?
 What can a new teacher expect?
8. School Programs and Practices
 What is taught in schools?
 What should teachers know about the learning process?
 How does technology affect teaching and learning?
9. Historical Foundations
 What is the history of American education?
 What are the philosophical foundations of American education?
10. Ethical Issues
 What are the ethical issues facing teachers?
11. Standards, Basic Skills, Portfolios
 What are the Learning Standards for teachers?
 What are the Basic Skills required for teachers?
 Create and keep a portfolio with your course work and evidence of work on
Illinois Professional Teaching Standards (IPTS)
*A major component in EDUC 101 is 15 hours of required school observations. You will be
required to document your observations and write a report on what you observed. Written
observation reports will be added to your electronic portfolio. Observation materials and
instructions will be given to you by the instructor. Failure to conduct, complete, and turn in
required materials by the deadline will result in you automatically failing this course.
Methods of Instruction:
In this course you will be engaging in the learning process in a variety of ways: class discussion,
group work, critical thinking activities, self reflection and computer-related assignments.
Regardless of your learning preferences, students who want to learn and maintain active
involvement with course material will achieve the greatest levels of personal growth and success.
Methods of Evaluation:
Multiple means of assessing and evaluating student learning will be used throughout this course.
These include, but are not limited to: journals, tests, self-assessment activities, written
assignments, school observations and projects. Each assignment will count toward one of the
several components of the final grade, each of which carries a different weight toward the 1,250
points total. The components and their relative weights are listed below. Be advised that midterm
grades will be calculated using proportional percentages of the components completed by that
point in the semester.
Learning Journals
Homework & Assignments
Required School Observations
Chapter/Unit Tests
Final Portfolio/Presentation
Class Participation & Attendance
TOTAL POINTS POSSIBLE
100 pts.
200 pts.
250 pts.
300 pts.
100 pts.
300 pts.
1250 points
Letter grades will be assigned according to the following scale:
100 - 90 = A
89 – 80 = B
79 – 70 = C
69 – 60 = D
59 - 0 = F
Participation & Attendance:
Class participation is absolutely essential in EDUC 101. Students who don’t attend class are not
able to learn from class discussions and activities, and often hinder the learning process of others
in the class. Credit for participation is awarded for in-class activities, as well as for attendance.
Because participation and attendance are so important for the successful completion of this class,
a “future teachers’ attendance policy” will be followed throughout the semester. You will be
asked to “sign off” on this policy stating your understanding and ultimate compliance of it. (see
separate paper)
Our attendance policy is as follows:
Students in EDUC 101 will be allowed 2 excused absences during the course of this semester.
You will receive 1 “sick day” and 1 “personal leave day”. This means that you will not be
penalized for being absent from class for up to 2 days during the semester. If you are absent for
more than 2 days you will be “docked”. This means that you will lose points from your final
grade for lack of class participation & attendance. If no days are used (you don’t miss any or less
than 2 class sessions) you will receive bonus points for the unused days toward your final grade.
Each day of class is worth 10 points.
**If you are a student athlete or student representative in a college sanctioned event, you will be
“excused” from classes missed due to that involvement with proper notification to your
instructor and following all of the guidelines as spelled out in the Policy for the Equitable
Treatment of Students Participating in College-Sponsored Events document. (see handout
with entire document)
Students who miss six classes or more prior to midterm will be withdrawn by the instructor
at midterm. Following midterm, students who wish to drop are responsible for
withdrawing themselves – see your academic advisor. Note Heartland’s policies, procedures
and deadlines for withdrawing from courses.
Assignment Deadlines & Make-up Tests:
Deadlines & due dates for all assignments, projects, and tests will be clearly defined by the
instructor in writing (see complete class schedule at the end of this document) and verbally in
class. Assignments should be completed and turned in by the due date. Refer to the course
schedule for specific details. ALL assignments for the chapter /unit are due the day
of the test –nothing from that chapter /unit will be accepted for grade or
credit after the test.
If you miss a test you can arrange a time with the instructor to make–up the test in the HCC
Testing Center. Turn in any assignments to the instructor’s office, via email or the very next
class period.
Incompletes:
Only in extreme situations will you be granted an incomplete in this course. If this becomes an
absolute necessity, as deemed by the student and the instructor, the College guidelines on
Incompletes will be followed. (see HCC Catalog)
Extra Credit:
Extra credit opportunities may be offered during the semester and will be available only to those
students who are attending class and completing assignments. These opportunities will be made
available to all students and explained in detail (verbally & in writing).
Required Writing and Reading:
This course requires approximately 30-40 pages of reading per week. The majority of the reading
will come from the textbook but some additional materials (articles, journals, websites, etc.) may
be assigned. A minimum of 15 pages of college level writing is required in this course. Writing
assignments include papers of various lengths, essay exam questions and various projects as
deemed appropriate by the instructor.
Student Conduct:
Students are expected to work cooperatively with one another and the instructor to enable the
maximum amount of learning to occur; any behavior interfering with learning is considered
disruptive. This type of behavior will not be tolerated! Students engaging in disruptive
behavior will be subject to all HCC “Student Conduct Policies” (see HCC Student Handbook)
*Please Note:
1. Please turn off (or set to vibrate) cell phones when class begins. If you do receive a call
during class and it is urgent please step into the hall to conduct your business.
2. NTDC (No Texting During Class!) Don’t be rude to the instructor or your fellow
classmates.
3. If you are using a laptop computer in the classroom during class please make sure you are
using for class materials and purposes only – please do not check your email or Facebook or
surf the web during class.
For the above infractions you will be warned the first time you are caught by the instructor
and asked to leave class the second time.
Student Evaluations:
During the final 3 weeks of the semester, all students are encouraged to complete a course
evaluation form for all of your courses you are taking this semester. More information about
evaluations will be sent to your myHeartland email account and announced in class.
Using the HCC Portal:
To access Blackboard, IRIS, and your Heartland student email, you will need to log into
myHeartland at http://myheartland.edu Please use your myHeartland email address when
corresponding with me - this will ensure that your email is received and not deleted as
spam.
Notice of Cancelled Class Sessions:
Cancelled class sessions, for all HCC classes, will be listed under Cancelled Class Meetings in
the A-Z Index and under Academic Information in the Current Students page on the HCC Web
site. Go to http://www.heartland.edu/classCancellations/ to learn what classes have been
cancelled for that day or upcoming week. Be sure to check the last column, which might contain
a message from the instructor.
Syllabi disclaimer:
The conditions and guidelines outlined in this course syllabus are subject to change as per the
instructor. Minor adjustments will be announced in class, while major changes will be distributed
in writing and appended to this syllabus.
Key Calendar Dates:


Midterm Week = March 5 – 9
Spring Break Week = March 12 - 16
 OUR FINAL: Thurs. May 17 @ 8:00am
Chapter 1: “Why Teach?”
Topics /Discussion:
“Why Teach?”
“What is a school?”
“What is a school for?”
define: school
education
*look over all of the terms defined in this chapter
Assignments/Projects & Due Dates:

“My Schooling” Project (see handout with instructions)
This project requires that you look back at various aspects of your years of schooling and
overall educational experiences. Required: a short presentation (no longer than 5
minutes) in class with visual aids and the chart of your experiences that you turn in for a
grade. Presentations will begin on Thurs. Jan. 19 & proceed until we have heard from
everyone in the class.

“Why Do You Want To Teach?” You will be writing a short essay explaining your
reasons for wanting to become a teacher (see handout for instructions)
[Due Tues. Jan. 31]

Read Chapter 1 “Why Teach?” [p. 1 – 22] We will begin discussion & review of the
assigned chapter in class after we finish the schooling presentations.

“Learning Journals” (see handout for instructions)
This is an assignment for each chapter we cover where you respond to questions or topics
& giving your own thoughts & ideas for each chapter/unit that we study.
[Due at the end of each unit OR as assigned] [First one due Thurs. Jan 26]

“Chapter Assessment & Analysis” (see separate sheet)
This is also an assignment that you will work on for each chapter where you are focus on
the main concepts from each chapter that we cover. This will allow you to identify the
main ideas, see which learning standards you are meeting for each chapter and give your
own opinions about the materials. [Due at the end of each unit OR as assigned]
First one due Thurs. Jan. 26
** Unit 1 Test (chapters 1 & 2) = Thurs. Feb. 2**
Chapter 2: “What Is a School and What Is It For?”
Topics /Discussion:
“What is a school?”
“What is education?”
“Social bet”
“School cultures”
“Acculturation and Diversity”
“Reconstructing Society: Social, Democratic, Economic, New Globalization”
Four Basic Purposes of School: Intellectual/Political & Civic/Economic/Social
The Nature of Schools: Elementary Schools, Middle and Junior High Schools, High Schools
“Shopping Mall High School”
“What is a Good School? What Makes Them Effective?”
*look over all of the terms defined in this chapter
Assignments/Projects & Due Dates:

Read Chapter 2 (p. 29– 56) (we’ll review & discuss in class)

Learning Journal for chapter 2 (due on or before Thurs. Feb. 2)

Chapter Assessment & Analysis (due on or before Thurs. Feb. 2)

School Observation Materials (packet of information presented & explained in
class) (please read over & follow all instructions for conducting school visits)
** Unit 1 Test (chapters 1 & 2) = Thurs. Feb. 2 **
Chapter 6: “What Makes an Effective Teacher?”
Topics /Discussion:
reflective teaching
“Danielson’s Framework for Teaching”
teaching standards
teacher as decision maker
attitudes of a teacher
working with peers and parents
subject matter knowledge
theoretical knowledge/educational theory
classroom management skills
*look over all the terms defined in this chapter
Assignments/Projects & Due Dates:

Read Chapter 6 (p. 163 - 196) (review & discuss in class using powerpoint)

Learning Journal for chapter 6 (due on or before Tues. Feb. 28)

Chapter Assessment & Analysis (due on or before Tues. Feb. 28)

Dispositions for Teachers: What are they? Why are they important? (3 part
assignment = see handouts for instructions & specific due dates)

“Gauging Your Attitudes” survey assign. (in-class activity)

“Effective Teacher” essay (due Tues. Feb.14 )
** Unit 2 Test (over Chapters 6, 8 & 15) = Tues. Feb. 28 **
*Electronic Portfolio information presented & explained in class (see handouts)
Chapter 15 “What Does it Mean to Be a Professional?”
Topics/Discussion:
Is teaching a profession?
The “invisible contract”
Pressure from outside groups
Levels or professionalism
National Board for Professional Teaching Standards (NBPTS)
Professional teaching organizations
Teachers Unions
Professional Development
*look over all the terms defined in this chapter
Assignments/Projects & Due Dates:

Read Ch. 15 (p. 491-521) (we’ll review & discuss in class)

Learning Journal for Ch. 15 (due on or before Tues. Feb. 28 )

Chapter Assessment & Analysis (due on or before Tues. Feb. 28)

Professional Teachers Organization Assign (due Thurs. Feb. 23)
**Unit 2 Test (over chapters 6, 8 & 15) = Tues. Feb. 28**
*Begin working on your electronic portfolio – start by downloading & personalizing your first
page. Then continue from there…….
Chapter 8 “What Are the Ethical & Legal Issues Facing Teachers?”
Topics /Discussion:
Ethics/Ethics of Teaching/Code of Professional Ethics (for teachers)
In loco parentis
Due process (substantive due process & procedural due process)
Contracts for teachers
Grievance
Breach of contract
Tenure
Dismissal from teaching/Reduction in Force (RIF)
Liability
Self-defense
Academic freedom/Symbolic freedom
Copyright laws
Lifestyle & Teachers
Law, Religion & the School (prayer in school)
Intelligent Design
Zero-tolerance policy/Suspension & Expulsion
Corporal Punishment
Students’ First Amendment Rights/Freedom of Speech
Sexual Harassment
Buckley Amendment/FERPA
*look over all the terms defined in this chapter
Assignments/Projects & Due Dates:

Read Chapter 8 (p. 236 - 287) (we’ll review & discuss in class)

Learning Journal for chapter 8 (due on or before Tues. Feb 28)

Chapter Assessment & Analysis (due on or before Tues. Feb. 28)

School Code Assignment (see handout) (due Tues. Feb. 21 = we will discuss your
findings in class )

In-Class Activity: “Legal, Ethical or both?”
** Unit 2 Test (over Chapters 6, 8 & 15) = Tues. Feb. 28**
Chapter 12: “How Should Education Be Reformed?”
Topics /Discussion:
Accountability of teachers & schools
“Teaching to the Test”
High Stakes Standardized Testing
Performance Assessment
Portfolios
Rubrics
Active Learning: The Constructivist’s Approach
Scaffolding
Schools-within-schools
Lifelong Learners
Tools for Learning
Character Education
A Nation at Risk
No Child Left Behind
National Curriculum Standards
Year-Round Education
Higher Expectations for Teachers/Teacher Competency Testing
Performance Pay for Teachers
School Choice: Home Schooling, Magnet Schools, Charter Schools, Private Schools, Vouchers
*look over all the terms defined in this chapter
Assignments/Projects & Due Dates:

Read Chapter (p.390 - 426) (we’ll review & discuss in class)

Learning Journal for Ch 12 (due on or before Thurs. March 8)

Chapter Assessment & Analysis (due on or before Thurs. March 8)

Group Project (see handout) (due Thurs. March 8)

Disposition Letters Due by Thurs. March 8
On-Going Assignments:
 Required School Observations (follow ALL guidelines!)
 Work on your Electronic Portfolio
NO Test on this Chapter =Projects & Presentations Due Thurs. March 8
**MIDTERM: There is no “midterm exam” = we will complete Chapter 12 with your
projects/presentations. Midterm grades will be determined on the assignments/projects &
tests from the first 6 chapters of materials covered in the first 8 weeks of class this semester.
Chapter 3: “Who Are Today’s Students in a Diverse Society?”
Topics /Discussion:
Racial and Ethnic Diversity
Language Diversity
Academic Diversity
Students with Disabilities
Socioeconomics
Assimilation
Cultural Pluralism
Multicultural Education
Limited English Proficient (LEP)
Bilingual Education
Multiple Intelligences & Learning Styles
Individualized Education Program (IEP)
Individualized Family Services Plan (IFSP)
IDEA and ADA
Glaser’s Choice Theory
Adolescent Subcultures
Gender Differences in the Classroom
*look over all of the terms defined in this chapter
Assignments/Projects & Due Dates:

Read Chapter 3 (p. 57- 95) (we’ll review & discuss in class)

Learning Journal for chapter 3 (due on or before Thurs. April 5 )

Chapter Assessment & Analysis (due on or before Thurs. April 5 )

“Reflection on Diversity: How does it affect me as a teacher?” (short, self-reflective
writing assignment) (due Tues. March 27)
Other Class Activities:
 Diversity Quiz (taken in class but not graded)
 Diversity Activity (done in class but not graded)
 Video on Discrimination (& short writing assignment – due )
On-Going Assignments:
 Required School Observations (follow ALL guidelines!)
 Work on your Electronic Portfolio
**Unit 3 Test (chapters 3 & 4) = Thurs. April 5 **
Chapter 4: “What Social Problems Affect Today’s Students?”
Topics /Discussion:
Social issues affecting students & their education
Violence & vandalism
Child Abuse
Alcohol/Drug Abuse
Homelessness/Poverty
Suicide
Gangs
Teen Pregnancy/Parenting
School Dropout Rates
Sex Education
At-Risk Students
*look over all of the terms defined in this chapter
Assignments/Projects & Due Dates:

Read Chapter 4 (p. 96 – 123) (we’ll review & discuss in class)

Learning Journal for chapter 4 (due on or before Thurs. April 5)

Chapter Assessment & Analysis (due on or before Thurs. April 5)

Social Problems in Schools Tracking Assignment (see handout given on Tues. March
27) (due Tues. April 3 – we will share/discuss findings in class)
Other Class Activities:
 Video on School Violence & Bullying (& short writing assignment – due by Thurs.
April 5 )
On-Going :
 School Observations (follow ALL guidelines!)
 Work on your Electronic Portfolio
**Unit 3 Test (chapter 3 & 4) = Thurs. April 5 **
Chapter 5: “What is Taught?”
Topics /Discussion:
Curriculum / Subject-matter curriculum / Core curriculum
Content standards
Whole language approach vs. Phonics
Civic learning or civic education
Interdisciplinary or integrated curriculum
Cooperative learning
Problem solving
Critical thinking
Writing across the curriculum
Differentiated instruction
Block scheduling
Multicultural curriculum
Tracking
“The Saber-Tooth Curriculum”
*look over all the terms defined in this chapter
Assignments/Projects & Due Dates:

Read Chapter 5 (p. 124 - 162) (we’ll review & discuss in class)

Learning Journal for chapter 5 (due on or before Tues. April 24 )

Chapter Assessment & Analysis (due on or before Tues. April 24 )

School Curriculum & Learning Standards (We’ll look at these in class)

In-class Activity: Exploring instructional materials

Developing Lesson Plans (one homework & one in class assignment) (homework due by
Tues April 24 )
**Chapter 5 Test = Tues. April 24**

Teacher Certification Project (group assignment/project & presentation) (see handout
for instructions) = Due Thurs. May 3

Information on Final Project/Completion of Electronic Portfolio
Chapter 13: “What Are Your Job Options in Education?”
Topics /Discussion:
Job outlook for teachers
define: performance pay plans
Public vs. Private
teaching portfolio
Interviewing for teaching positions
licensure
Teacher salaries
certification
Teacher certification
“I don’t think I want to teach – now what?”
Transferable skills & other job options
*look over all the terms defined in this chapter
Assignments/Projects & Due Dates:

Read Chapter 13 “[p.427 - 453] (We will discuss & review in class)

Learning Journal for Ch. 13 (Due on or before Tues May 1)

Chapter Assessment & Analysis for Ch 13 (Due on or before Tues May 1)

Job Search Assignment (see handout with instructions) (Due Tues. May 1 = we will
share findings in class)
*No Test for Chapter 13

Teacher Certification Project (group assignment/project & presentation) (see handout
for instructions) = Due Thurs. May 3
End of the Semester Information
EDUC 101 = TR 9:30 Class
Tues. May 8 =
 School Observations Due Today! We will discuss your experiences in class. Turn


in hard copy of summary reports & data forms.
Discussion on Educational Philosophies
Additional Information on Electronic Portfolios & Final Presentations
Thurs. May 10 = **Last regular day of class!
*Last day to turn in any assignments or finish make-up tests
 Work on finalizing Educational Philosophies (examples available for viewing in class)
 Review of Electronic Portfolios (examples available for viewing in class)
*****
Thurs. May 17 = Final Exam Period 8:00 am
No Final Exam (as in a Test)!!
Presentation of E-Portfolio to class (& turning in hard copy)