COURSE NUMBER: FNDS6000
SEMESTER: Summer 2013
COURSE INSTRUCTOR: C. Young
CONTACT INFORMATION
Phone:334-538-6505
Email Address: cyoung@aum.edu
Blackboard (www.aum.edu, then select Blackboard at the bottom of the homepage).
Office Hours: By appointment.
For emergencies, call: (cell) 334-538-6505
Required Texts:
Background material for this course will come from electronic sites and reviewed literature.
Riley, K.L., Ed. 2006. Social Reconstruction: People, Politics, Perspectives. Connecticut:
Information Age Publishing.
Essential Question/s About the Philosophical and Historical Foundations of Education:
FNDS 6000 attempts to answer the following three-part question, "What are your collective
philosophical and historical experiences?" "How have they shaped your beliefs and practices
regarding education?' And, "How have they prepared you to meet the challenges of new and
pressing issues in education?"
In this class, we will explore philosophical and historical heritage with the over-arching goal of
seeking an understanding of how the study of both philosophy and history prepares future
professional educators to grasp current educational issues and apply theoretical knowledge for
the purpose of creating excellent learning environments. This knowledge is largely based upon
the understanding that "culture" of American education is an amalgam of divisions and subdivisions of thought and perspective. The question of what American education should or ought
to be will have a myriad of answers, yours will be among them.
Understanding the AUM School of Education Model and its relationship to this course:
Each person has a set of beliefs which have been formed over time from a personal set of life
experiences, generated within a specific historical context or moment. These beliefs determine,
in large part, how individuals approach issues and resolve conflicts. The individual who learns
how to be a reflective learner will most likely enjoy a greater success in the classroom or
boardroom, because the ability to practice reflection--which ultimately leads to reorganization of
thought--is the key to change, adaptation, or understanding. Hence, the reflective practitioner
examines the basis of his or her own beliefs, approaches certain issues or conflicts with an
informed perspective, concludes that the success of his or her students or colleagues is based, in
large measure, on how those beliefs assist or impede learning or action, and thus constantly readjusts his or her teaching or administrative style based upon a reflective-practice model. Within
this framework, the AUM School of Education prepares entry level educators with the ability to
work as collaborative decision makers. The School's total program is designed to blend content,
operative, reflective, and collaborative knowledge with an eye toward competency in the subject
matter of philosophy and history of education. Additionally, through student engagement with
course material and assignments, students begin their journey toward developing a commitment
to the pursuit of intellectual knowledge.
The following questions will help you begin the journey to understand your own personal
set of beliefs about education and provide "food" for reflective thought:
"The purpose of schooling is..."
"American education is influenced by..."
"Teaching is..."
"Students need..."
"School Administrators should..."
Learning Goals: (These goals align with State Department of Education requirements
under 3 (d) - Analysis form 290-3-3-.44).
1. To gain an understanding of how philosophy has affected the practice of schooling,
particularly the curriculum.
2. To trace the historical development of American schooling from its colonial beginnings to the
present.
3. To analyze the impact of political considerations on American schooling practice and
organization.
4. To demonstrate knowledge of how socio-economic, cultural, and religious factors influenced
our American school system.
5. To demonstrate competency in approaching educational issues with an awareness of the
fundamental arguments of varying perspectives.
6. To achieve competency in writing.
7. To examine and articulate your own set of Personal Practice Theories about Teaching,
students, schools, and subject matter.
Means and Resources to Achieve Competencies: Not all items are used each semester.
1. Discussion (electronic)
2. Literature readings.
3. Writing assignment
4. E-information gathering.
5. Video clips
About Cyberspace (Online):
Things happen in cyberspace for which there is little explanation. Therefore, you must
practice patience. If you cannot log on, try again in a few hours or close out one browser and
use another. Also, sometimes your computer will show a different date than the one on our
Blackboard program. This may bother you especially when you must turn in an assignment by
a certain date and/or time. Therefore, you need to avoid waiting until the last minute to
upload. Since these will be available at only certain times, you need to carefully plan your
time. I do not give extra credit.
Evaluation:
Writing Assignment—50% (I do not accept late assignments).
Discussion contribution (video clips)—25%
Final exam– 25%
Plagiarizing: When constructing your essay answers, use your own words, thoughts, and
ideas. While you will naturally read about an event or person, how you relate what you
have learned in writing should be original. If you feel that you need to quote another
author, you must use quotation marks and then give the citation. Then, at the end of your
essay, you must include the complete bibliographic information that relates to your
citations. Even if you do not use the exact same words, but paraphrase the information
with a few of your own words woven in to your answer, you must cite the source of the
perspective or idea at the end of the paragraph or sentence. What does not need a citation
is YOUR OWN analysis of an event, individual, etc.
Grading Scale: Students, this scale has been "inflated" to allow more of an opportunity for
students to make an A,B, or C. The customary scale which we do not use in this class is 94100=A; 87-93=B; 78-86=C, and so forth. Because of this added opportunity, I do not "bump"
up grades. If your grade averages out to 80, then your final grade is a C. As teachers you will
all have to devise an evaluation plan and set what you consider to be a minimum and
maximum level for grades. If you practice adjusting grades based upon anything other than
grade averages, then grades really have no meaning. As for effort, class participation, and
hard work, all of these are expectations of a university student. I expect you to put effort into
your course work. I know how hard many of you will work when you write your exams, and I
expect you to participate in your own learning. As for extra credit, I do not assign such things
as extra work. History and philosophy are about understanding connections and relationships,
no amount of extra work at the end of the semester-assuming you have worked up to capacitywill help you understand more, that will come with time, reading, and thinking about what you
have read.
Grading Scale for FNDS6000
A=91-100
B=81-90
C=71-80
D=61-70
F=60 and below
More on grading on the next page!
Online Students and grading: You will notice that I use certain words such as “excellent,”
“good,” “solid,” “adequate,” and “basic,” in the dropbox comment section of your assignment.
These words correspond to a number grade, normally in increments of 5. However, I also reserve
the right to subtract points in any increment for mistakes such as spelling errors, grammatical
errors, poor word choice, dependent clause, etc. The words that I choose to write in the comment
section serve as a grading rubric. The grading rubric for assignment answers is as follows:
Excellent: You have covered the material thoroughly with good paragraph construction,
excellent transition of thought, and in general, a well-written answer/paper. With a response from
me such as “excellent,” you can receive a number grade of 95-99. Interpretative papers rarely
receive a score of 100 as that indicates a perfect paper. The only “perfect” papers, in my
estimation, are the ones that require students to complete personalized tasks, such as the PPTs.
Solid: You have covered the material very well. Your writing contains no serious flaws. Your
transition of thought is good. Your paper or answer is not quite as thorough as one that would
receive a grade of “Excellent.” Your number grade would range from a 91-94.
Good: You have made a significant number of good points in your paper or answer. You might
have written more of an overview versus an analysis if the assignment calls for the latter. You
might have missed one significant point, but, in general, your paper is good. Your number grade
should range from 85-90.
Satisfactory: You have made several good points, but your paper lacks depth and/or analysis, if
called for. Your paper may lack good transition of thought.. You number grade in this category
should range from 80-84.
Basic: You have identified some of the elements that belong in the assignment, but they do not
“hang together” in a cohesive fashion. Your word choice is poor, and your paper demonstrates
problems with depth of knowledge and the ability to form interpretations of the material. Your
grade will range from 70-79.
Unsatisfactory: Your paper or answer fails to contain enough elements for it to receive a passing
grade. Depending on the severity of the problems, your grade could range from 0-69.
Blackboard: You will login each week for calendar postings and assignments. You will
read the brief lectures posted under the assignment icon and explore ALL buttons which
take you to sites that will enhance your understanding of the material.
Computer: you can access Blackboard from home or from campus. You can use computers
in the electronic classroom located on the second floor of the library or those located in the
Taylor Center.
READING SCHEDULE can be found by looking at the assignments.
WHAT IS AN A+ PAPER?
You are responsible for writing a review of the literature on a historical topic in education (6
pages). You are also responsible for writing a review of an historical philosopher (3 pages). I
have posted an icon on your homepage that reads “Examples of A+ paper” for you to examine.
This is a paper to use so that current and future students can see the quality of work that it takes
to make an A.
Attendance: ONLINE classes: Even in electronic classrooms we have an attendance policy.
You are expected to log on for a mandatory class meeting, to respond to the discussion question
and two additional class meetings. The instructor's software (mine) lets me know how often you
have logged on, the length of time you have spent during each log on, plus any information you
have viewed.
Check the announcement icon several times a week. That is where I will "speak to you" about
assignments or issues, and give you directions about course requirements.
Failure to log on as required and/or failure to submit assignments as required may result in
a FA or failure to attend (online classes).
Video Clips: You are responsible for viewing 3 video clips and responding to the video clips on
the discussion board. I will post questions for you to address in the discussion. When the post is
due will be listed in the course meeting schedule. In addition, each student is responsible for
commenting on discussion post.
Special Student Requirements:
You will find a helpful section on the bottom of your lecture page. It contains links to the APA
(American Psychological Association) website. There you will find help with writing, including
APA style sheets.
If you require special assistance, or if you require additional assistance outside of class in order
to comprehend the material, please make an appointment to see me.
Statement Regarding American Disabilities Act:
Faculty members in the School of Education make every effort to accommodate unique and
special needs of students with respect to speech, hearing, vision, seating, or other possible
limiting conditions. Please notify the instructor as soon as possible of any special needs.
INTERNET SITES OF INTEREST FOR EDUCATORS
National Education Associationhttp://www.nea.org/
American Federation of Teachershttp://www.aft.org/
John Lockehttp://swift.eng.ox.ac.uk
Women in Historyhttp://nwhp.org/
Library of Congresshttp://lcweb.loc.gov/
NAACPhttp://www.naacp.org/
Smithsonian Institutehttp://www.si.edu
U.S. Dept. of Educationhttp://www.ed.gov/pubs/TeachersGuide
Jacob Riis Historical Photographshttp://www.mcny.org/m3.htm
Bilingual Ed http:// www.ncbe.gwu.edu/
Head Starthttp://www.latech.edu/tech/rural/
American Philosophical Associationhttp://www.udel.edu/apa/
Summerhillhttp://ourworld.compuserve.COM/
Waldorf
Schoolshttp://dir.yahoo.com/Education/Theory_and_Methods/Waldorf_Method/Schools/
Jewish Day Schoolshttp://ramat-negev.org.il/jwsch.htm
Charter Schoolshttp://edreform.com/charters.htm
Education Commission of the Stateshttp://www.ecs.org
At-Risk Studentshttp://www.ed.gov/offices/OERI/At-Risk/
Full Service Schoolshttp://www.ncrel.org/sdrs/areas/issues/students/atrisk/at5full.htm
Yale Child Study Centerhttp://info.med.yale.edu/comer/
English as a Second Languagehttp://www.lang.uiuc.edu/r-li5/esl
Multicultural Educationhttp://www.ncrel.org/sdrs/pathwayg.htm
Authentic Assessmentgohper://spinoza.cse.ucla.edu/
U.S. Supreme Courthttp://oyez.at.nwu.edu/oyez.html
Internet policies and practiceshttp://www.erehwon.com/k12aup/
Copyright and multimediahttp://www.lib.virginia.edu/puboff/copyright/interp.html
Privacy Rightshttp://www.epic.org/privacy/education/ferpa.html
Global SchoolNet Foundationhttp://www.gsn.org/
Working with Parentshttp://ericps.ed.uiuc.edu/npin/npinhome.html
National Library of Educationhttp://www.ed.gov/NLE/
Course Meeting and Assignment Schedule
Date
Week
Assignment due
5/28/2013
1
Mandatory meeting online at 7:00 p.m.
6/14/2013
3
View video clip and post comments on
discussion board
6/21/2013
4
Historical paper due
6/25/2013
5
Course discussion online
6/28/2013
5
Vie video clip and post comments on
discussion board
7/12/2013
7
View video and post comments on
discussion board
7/19/2013
8
Philosophy paper due
7/23/2013
9
Course discussion online