Heartland Community College
Social & Business Sciences Division
Course Syllabus for Students = Spring 2007
Course Prefix and Number: EDUC 101-02
Course Title: Introduction to Education
Credit Hours: 3
Days/Times course meets: MWF 10:00 – 10:50 am in ICB 1710
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: #2120 - located in the Social & Business Sciences Suite
Office Hours: MWF 11:00 am – 12:00 pm
TR 11:00 am – 1:00 pm
Or by appointment
Textbook/Course Materials:
Ryan & Cooper. Those Who Can Teach. 11th Ed. St. Charles, IL: Houghton Mifflin
Publishers.
LiveText – (College LiveText) for use as electronic portfolio in all education courses
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 have value
only to the extent that they succeed 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 many 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 the material to be learned
- the more interaction the greater the learning potential. Your job as the student learner is to: be
sincerely interested in the subject and 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 the learning and personal discovery throughout
this course I will serve as a facilitator of, model for, and a resource to your learning. My role as
is to plan the learning activities, thoughtfully structure the learning environment, provide quality
feedback to the learner, and help learners discover where to find assistance when needed. So,
while the instructor’s role is to “set students up” for success and direct the learning process, it is
the learner’s responsibility to do the necessary mental work for the learning to occur.
Course Objectives (Learning Outcomes):
Upon completion of this course, students will:
I.
be introduced to a broad range of factors which influence Education in American
Society.
II.
analyze the challenges facing educators and to bring factual analysis to their
solutions.
III.
identify the educational problems in the context of the greater societal issues.
IV.
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 Objectives / 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.
Knowledge Objectives
Upon completion of this course, the candidate will be able to:
 Understand how students’ learning is influenced by individual experiences,
talents and prior learning as well as language, culture, family, and community
values (IPTS: 3C – Introduced)
 Understand personal cultural perspectives and biases and their effects on one’s
teaching (IPTS: 3F – Introduced)
 Understand how to use various technological tools to access and manage
information (IPTS: 4G – Introduced)
 Understand how cultural and gender differences can affect communication in the
classroom (IPTS: 7B – Introduced)
 Understand the social, intellectual, and political implications of language use and
how they influence meaning (IPTS: 7C – Introduced)
 Understand schools as organizations within the larger community context (IPTS:
9A – Introduced)
 Understand that reflection is an integral part of professional growth and
improvement of instruction (IPTS: 10A – Introduced)
 Understand methods of inquiry that provide for a variety of self-assessment and
problem-solving strategies for reflecting on practice (IPTS: 10B – Introduced)
 Understand the unique characteristics of education as a profession and a
professional code of conduct as defined by the Illinois School Code (IPTS: 11A –
Met)
 Understand how school systems are organized and operate (IPTS: 11B –
Introduced)
 Understand school policies and procedures (IPTS: 11C – Introduced)
 Understand legal issues in education (IPTS: 11D – Introduced)
 Understand the importance of active participation and leadership in professional
education organizations (IPTS: 11E – Introduced)
 Be familiar with the rights of students with disabilities (IPTS: 11F – Introduced)
Learning Outcome:
GE
Code
D1
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 D4
biases and their effects on one’s teaching.
Understand how to use various technological
tools to access and manage information.
Understand how cultural and gender
D2
differences can affect communication in the
classroom.
Method of
Assessment
Exam, Paper,
Individual Project,
Class Discussion
*IPTS
Exam, Paper, Class
Discussion
Use of LiveText
(electronic portfolio)
Exam, In- Class
Assignments, Class
Discussion
3F –
Intro.
4G –
Intro.
7C –
Intro.
3C –
Intro.
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
C6
for a variety of self-assessment and problemsolving 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.
Exam, In-Class
Assignments, Class
Discussion
Exam, Group Project
Understand the importance of active
participation and leadership in professional
education organizations.
Be familiar with the rights of students with
disabilities.
Research Project,
Class Discussion
D1
Reflection Paper,
Class Discussion
7C –
Intro.
9A –
Intro.
10 A –
Intro.
Exam, Paper
10B –
Intro.
Exam, Class
Discussion, In-Class
Assignment
Exam, Research
Project
Exam, Group Project
11 A Met
Exam, Class
Discussion, Group
Project
11 B –
Intro.
11 C Intro
11 E Intro
11 F
Intro
*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?
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 field observation. You will
be required to document your observations and report (in written form) on what you
observed as well as your thoughts and discoveries. Your written observation reports
will also be added to your electronic portfolio. Additional information on this
component of the class will be discussed in class. Observation information packets and
instructions on how to conduct your required observations will be available starting
week 2 of the semester.
Methods of Instruction:
Throughout the course this you will be engaging in the learning process in a wide variety of
ways. Class discussion, group work, demonstration, critical thinking activities, self evaluation
and some computer-related assignments will be used in EDUC 101. Regardless of your learning
preferences, students who seek to learn and maintain active involvement with course material
will achieve the greatest levels of personal growth, insight, and success.
Course Policies:
Method of Evaluation:
Multiple means of assessing and evaluating student learning will be utilized throughout the
semester. These include, but are not limited to: journals, quizzes, tests, self-assessment
activities, written assignments, school observation, and several projects. Each assignment will
count toward one of the several components of the final grade, each of which carries a
different weight toward the 1,000 points total. The components and their relative weights are
listed below. Students should 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 Tests
Final Project/Presentation
Class Participation & Attendance
TOTAL POINTS POSSIBLE
100 pts.
200 pts.
250 pts.
200 pts.
100 pts.
150 pts.
1000 points
Letter grades will be assigned according to the following scale:
1000 – 900 = A
899 - 800 = B
799 – 700 = C
699 – 600 = D
599 or below = 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 and homework
assignments, 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. (See separate handout with the policy/agreement.)
Students who miss six consecutive classes prior to midterm will be withdrawn by the
instructor at midterm. Following midterm, students who wish to drop are responsible for
withdrawing themselves.
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).
Make-up of tests and assignments:
Tests missed or assignments not submitted on time may be made up for full credit with prior
instructor approval. Assignments should be completed and turned in on the due date – if an
absence occurs then the assignment is due the very next class session. All assignments &
tests given during the first 8 weeks of class will be due by midterm –
nothing from that time will be accepted for grade or credit after the
midterm. If you miss a quiz or test you can arrange a time to make–up the test in the HCC
Testing Center.
Deadlines:
Deadlines & due dates for all assignments, projects, quizzes and tests will be clearly defined
by the instructor in writing and verbally in class. Please follow all deadlines accordingly.
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, some essay exams 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: As a courtesy to our class, please turn off (or set to vibrate) all cell phones
and pagers when class begins. If you do receive a call or page during class and it is
urgent please step into the hall to conduct your business.
Academic Integrity and Plagiarism
Academic Integrity
Academic integrity is a fundamental principle of collegial life at Heartland Community
College and is essential to the credibility of the College’s educational programs. Moreover,
because grading may be competitive, students who misrepresent their academic work violate
the right of their fellow students. The College, therefore, views any act of academic dishonest
as a serious offense requiring disciplinary measures, including course failure, suspension, and
even expulsion from the College. In addition, an act of academic dishonesty may have
unforeseen effects far beyond any officially imposed penalties.
Violations of academic integrity include, but are not limited to cheating, aiding or suborning
cheating or other acts of academic dishonesty, plagiarism, misrepresentation of data,
falsification of academic records or documents and unauthorized access to computerized
academic or administrative records or systems. Definitions of these violations may be found
in the college catalog.
Plagiarism
Plagiarism is the presenting of others’ ideas as if they were your own. When you write a
paper, create a project, do a presentation or create anything original, it is assumed that all the
work, except for that which is attributed to another author or creator, is your own. Plagiarism
is considered a serious academic offense and may take the following forms:
1.
Copying word-for-word from another source and not giving that source credit.
2.
Paraphrasing the work of another and not giving that source credit.
3.
4.
5.
Adopting a particularly apt phrase as your own
Using an image or a copy of an image without crediting its source
Paraphrasing someone else’s line of thinking in the development of a topic as if it
were your own.
6.
Receiving excessive help from a friend or elsewhere, or using another project as if
it were your own.
Note that word-for-word copying is not the only form of plagiarism.
The penalties for plagiarism may be severe, ranging from failure on the particular piece of work,
failure in the course or expulsion from school in extreme cases.
[Adapted from the Modern Language Association’s MLA Handbook for Writers of Research Papers.
New York: MLA, 1995: 26]
Heartland Library Information
The Library, located in the Students Commons Buildings at the Raab Road campus, provides
Heartland students with a full range of resources including books, online journal databases,
videos, newspapers, periodicals, reserves, and interlibrary loan. Librarians are available to assist
in locating information. For more information please call the Heartland Library (309) 268-8200
or access them on the web at www.heartland.edu/library.
Tutoring Center
Heartland Community College offers tutoring in various forms at no cost to Heartland students at
the Academic Support Center (ASC) in Normal and at the Pontiac and Lincoln Centers. Tutors
are available at convenient times throughout the week. Study groups, group tutoring facilitated
by a specially-trained tutor, are also available by request. For more information about services
available at each location, please call (309) 268-8231.
Testing Center
The Testing Center provides a quiet environment for students to complete make-up exams,
online exams, and exams for students with special accommodations. Students may be able to
complete exams in the Testing Center if arrangements are made with their instructor. For more
information, contact the Testing Center at (309) 268-8231.
Specifications for written materials:
Guidelines for all written assignments and projects will be provided on assignment sheets that
will be distributed at the time the assignment is made by 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.
Course Calendar:
A “Unit Calendar” will be given to you at the beginning of each new unit of study. This calendar
will outline what materials will be covered, assignments & due dates, testing dates and other
pertinent information.