FALL 2011
COURSE SYLLABUS
Education and Society
FOUN 3708 - 3 s.h. - CRN 45024)
Prerequisites:
Completion of FOUN 1501 – Introduction to Education with a “C” or better.
Admission to Teacher Education (Upper Division Status).
Class meetings:
Fall 2011 (August 29 through December 18)
MW 5:15 pm to 6:25 pm; BCOE Room 4404
Text/Resources: Nieto, S. The Light in Their Eyes (2010). Teachers College
-- approximate cost $27 new; 20 used.
Rodriguez, R. Hunger of Memory. Bantam Books
-- approximate cost $8 new; $6 used.
Hacker, Diana. A Pocket Style Manual. Bedford Books of St. Martin’s Press
-- approximate cost $25 new; $20 used (Optional)
McEwing, Richard. Website - http://people.ysu.edu/~ramcewing
Syllabus developed by Dr. Richard McEwing
Instructor:
Dr. Richard A. McEwing, Professor
Department of Educational Foundations, Research, Technology & Leadership
Beeghly College of Education
Youngstown State University
Youngstown, OH 44555-0001
Office:
Beeghly College of Education, Room 4103
Office Hours:
MW 3:15 pm to 5:10 pm
Office Phone:
(330) 941-1437
E-mail:
ramcewing@ysu.edu
Technology/Materials Fee: Students are required to have purchased individual TaskStream
accounts. TaskStream is a web-based program used for a number of class requirements in this
course and is the web-based program used throughout the teacher education program.
Catalog Description: School as a dynamic social institution. An analysis of how schools
interact with diverse communities and with social, political, and cultural institutions and
traditions. Includes twenty-five hours of field research.
Critical Tasks: The FOUN 3708 Critical Task is designed to assess the candidates’ depth of
understanding with regard to concepts of culture and the impact these understandings have on their
approaches to teaching. Candidates also reflect on their field research project that focuses on their
personal exploration of diversity. These assignments must be submitted on TaskStream.
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Knowledge Base Rationale:
Education is contextual - and importantly so public education in a diverse, democratizing society. As the
bell curve becomes obsolete as an acceptable standard of teachers' success with students - as our
democratizing and developing society demands more, and more equitably disbursed, education - teachers
must be able to successfully to teach groups of students whom they have not, in the past, succeeded in
teaching. To attain this emerging professional standard, teachers will need to stronger, in depth and
breadth, in their three traditional areas of learning: content knowledge; pedagogy; and knowledge of the
learners and the teaching-learning situation in their familial, local, societal, cultural, and political contexts.
Education and Society addresses this latter area of learning.
This course, like it predecessor, Found 1501, continues to foster commitment to the principle that children
of all colors, backgrounds, creeds, abilities, and styles can learn. The goal of the course, within the
Beeghly College of Education’s conceptual framework model ”Reflection in Action – The Educator as
Reflective Practitioner” and the “Ohio Standards for the Teaching Profession,” is to deepen students'
understanding of, and appreciation for, the interaction of formal classroom-based education with the
network of family, community, and institutional-based experiences that influence the lives of learners. This
course supports the BCOE Conceptual Framework and continues to inform the candidate that reflective
practice is Reasoned, Ethical, Fair, Logical, Effective, Critical, and Technical.
Education and Society creates a series of experiences – some "core" to the course and others selected by
the student – that constitute partial immersion into the families, communities, histories, and teachinglearning situations of students likely to be very different from, as well as similar to, themselves. Through
readings and field experiences focused on community context rather than school settings per se, students
mature in their knowledge of cultural and community diversity and its implications for teaching and
learning. They begin to recognize historical and sociological links between the learning experiences of
their own families and ancestors in decades past, and more recent groups of children and families they
have perhaps perceived to-date as incomprehensibly different and problematic. They move toward greater
professionalism in the sense that a teacher for the 21st century must be committed to educating all children,
and optimistic and knowledgeable about how better to understand learners and create improved conditions
for learning if early attempts fall short.
Those in Education and Society who do not plan to become teachers are expected to benefit from the
broadened perspective offered here that is required by citizens and voters in a democratizing society. As
citizens and voters, their actions (or inaction) make policy and affix responsibility for the education of our
and other people's children. Additionally, students may find, in Education and Society, some perspective
on one of society's largest, most expensive, and most compelling institutional efforts: educating our
children. The following are knowledge bases used in setting the course objectives -1. Emphasis on the importance of contexts and situations in the development of educational ideas as well
as features of educational theories that transcend particular historical contexts (Bowers, 1990; Frankl,
1959).
2. Further development of students’ multicultural/multiperspective teaching skills and
understandings, to analyze one’s own cultural experiences (especially in the arenas of class, race and
gender), to expand skills of intercultural communication and to examine ways in which to create
culturally sensitive teaching and learning environments (Burner, 1966; Darling-Hammond, 1995; ).
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FALL 2011
3. An interpretive analysis of the life histories to assess how conceptions of candidates’ moral and
political identity translate into their pedagogy and purpose for education (Freire, 1972; Galbraith,
1997; Garcia, 2002). The educator understands the full significance of diversity in a
democratic society and how that bears on instruction, school leadership, and governance
(NCFSE, 1996)
4. Creating bridges between critical and social theories and pedagogical practices leading to
democratic, socially and just communities. For example, examining the theoretical foundations of
multicultural education, feminist pedagogies, and justice pedagogy (Apple, 1990; Greene,1986).
5. Important reflection occurs following teaching experiences and away from the hustle and bustle of
classroom interactions. It involves self-evaluation through a critical analysis of teaching decisions and their
outcomes (Brookfield, 1995; Dewey, 1933; Cooper, 1999; Schon, 1983).
6. Reflection fosters professional growth and development, critical thinking, self-assessment, and selfdirected learning. It promotes the development of new knowledge, leads to broader understanding, and
creates greater self-awareness (Osterman & Kottkamp, 2004; Paul, Willsen & Blinker, 1995).
7. Since schools provide students a “democratic apprenticeship” through both pedagogical practices and
curricular content (Nieto 1995), in the course students will be performing their own on-site
investigations of selected aspects of diversity in education and society (Shulman, 1987; Skinner,
1971; Smith, 1998).
8. "Experience alone is not learning, and indeed experiences alone can be miseducative . . . . if we hope to
foster our students' development we must strive to provide them with genuine opportunities to question, to
experiment with, and to reflect on their experiences. Without such active wrestling with the experiences to
which we expose them, our programs may train our students to function in certain roles or to perform
certain tasks, expose them to a wealth of new people, situations, and ideas, even provide them with
excitement and enjoyment, but they will not foster development"(Whitham and Erdynast, 1982).
9. Multicultural foundations should be a central component of teacher education (deMarrais, 2005),
especially since the teaching of complex and contested topics oftentimes encounters massive covert
and overt student resistance (Butin, 2005). As Villegas and Lucas suggest: “Because many teachersto-be enter education believing that schools are impartial institutions, that cultural diversity is
problematic, that knowledge is objective and neutral, that learning consists of passively absorbing
new information and repeating it by rote, and that teaching entails dispensing information,
preparing them to be culturally responsive requires a complete resocialization”(Villegas and Lucas,
2002).
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FALL 2011
Connections to the BCOE Conceptual Framework and Ohio’s Performance-Based Licensure
Expectations:
The BCOE Conceptual Framework “Reflection in Action” uses the mnemonic device
“REFLECT” to specify its seven keys components. These seven components are then specified
as candidate learning outcomes in the “BCOE Institutional Standards & Outcome Statements.”
These outcome statements are index to the Ohio Standards for the Teaching Profession in a
matrix called the Alignment of Ohio Standards for the Teaching Profession and BCOE
Conceptual Framework.
Course Objectives: (OS#_ indicates Ohio Standard connections; R#_ indicates BCOE Conceptual
Framework connections.)
A. Knowledge - The candidate(s) will
1. understand schools as organizations within the larger community context (OS#6.4;
R#3D).
2. understand how factors in the students’ environment outside of school (e.g. family
circumstances, community environments, health and economic conditions) may
influence students’ life and learning (OS#5.1; R#3B).
3. know about the centrality of language as an element of culture and about
strategies to support the learning of students whose first language is not English
(OS#1.4; R#3D).
4. understand how students’ learning is influenced by individual experiences with
peer groups, exceptionality, talents, and prior learning, as well as culture, family
and community values (OS#1.5; R#3C).
5. develop a well grounded framework for understanding cultural and community
diversity and how to learn about and incorporate students’ experiences, cultures,
and community resources into instruction (OS#2.5; R#4A).
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FALL 2011
B. Skills - The candidate(s) will
1. be able to talk with and listen to the student, be sensitive and responsive to clues of
distress, investigates situations, and seek outside help as needed and appropriate (OS#6.2;
R#3D).
2. identify when and how to access appropriate services or community resources to
meet diverse learner needs and foster student learning (OS#6.3; R#6B).
3. understand students’ families, cultures, and communities, using this information
as a basis for connecting instruction to students’ experiences (OS#4.4; R#1A).
4. bring multiple perspectives to the discussion of subject matter, including attention
to students’ personal, family, and community experiences and cultural norms
(OS#2.5; R#4A).
5. create a learning community in which individual differences are respected and act
as an advocate for students (OS#1.3; R#3C).
6. be able to establish respectful and productive relationships with parents and
guardians from diverse home and community situations (OS#1.5; R#3C).
C. Dispositions - The candidate(s) will
1. believe that all children can learn at high levels, valuing and appreciating the
importance of all aspects of a child's experience (OS#1.5; R#3C).
2. appreciate and value diversity, show respect for students’ varied talents and
perspectives, and be committed to the pursuit of “individually configured
excellence." (OS#1.5; R#3C).
3. respect students as individuals with differing backgrounds and various skills,
talents, and interests while respecting the privacy of students and confidentiality of
information (OS#1.5; R#3C).
4. make students feel valued for their potential as people, and help them learn to
value each other while being sensitive to community and cultural norms (OS#7.1;
R#2C).
5. be willing to work with other adults and professionals in improve the overall learning
environment for students (OS#7.3; R#6B).
Foun 3708 - Page 5 of 16
FALL 2011
Course Outline - Class meeting topics and due dates for written submissions are scheduled to follow the
sequence below. Should adjustments to this plan be necessary, they will be announced in class.
Dates
Aug 29, 31
Sept 5
Sept 7
Sept 12,14
Sept 19, 21
Sept 26, 28
Topic
Related Material and Readings
Review of Syllabus & Course Expectations
Syllabus / web site
Personal Thesis Assignment Given
Focus on family and personal education
Oral Presentation Discussed
NO CLASSES – UNIVERSITY CLOSED – LABOR DAY
Sociopolitics of Schooling (one note card due) Nieto’s The Light . . . Intro
Personal Thesis Presentations Begin
Learning & Context (one note card due)
Nieto’s The Light . . . Chap 1
Song Assignment Given
Personal Thesis Continued
Learning & Inequality (one note card)
Nieto’s The Light . . . Chap 2
Personal Thesis (PT)
Field Research Assignment Given
Focus is on diversity
Submitted through TaskStream
Learning & Culture (one note card)
Nieto’s The Light . . . Chap 3
Personal Thesis (PT)
Critical Task Essay on Culture Assignment Given
Field Project Report Sharing begins and continues until end of semester
PRAXIS PLT DISCUSSION
MOVE TO “HUNGER OF MEMORY” READINGS
Oct 3
Pastoral – Aria (one note card)
Hunger of Memory, pages 1-40
PT Presentations
Oct 5
Achievement of Desire (one note card)
Hunger of Memory, pages 43-78
PT Presentations
Oct 10
Credo – Complexion (one note card)
Hunger of Memory, pages 79-150
PT - Song Analysis Presentations Begin
Oct 12
Profession – Secrets (one note card)
Hunger of Memory, pages 151-224
PT & Song Analysis Presentations
**Oct 12 “Essay on Culture Due” via TaskStream Due (See Style Manual)
BACK TO NIETO READINGS
Oct 17, 19
Who Accommodates? (note card)
PT & Song Analysis Presentations
Oct 24, 26
Who Transform Schools? (note card)
PT & SA Presentations
Oct31, Nov2 Learning & Critical Pedagogy (note card)
PT & SA Presentations
Nov 7, 9
Learning & Empowerment (note card)
PT & SA Presentations
Nieto Chap 4, pages 101-112
Nieto Chap 4, pages 112-129
Nieto Chap 5, pages 130-145
Nieto Chap 5, pages 146-154
Foun 3708 - Page 6 of 16
FALL 2011
Course Outline CONTINUED - Class meeting topics and due dates for written submissions are
scheduled to follow the sequence below. Should adjustments to this plan be necessary, they will be
announced in class.
Nov 11
NO CLASSES – UNIVERSITY CLOSED – VETERANS DAY
Nov 14,16
Teacher & Student Identity (card)
Nieto Chap 6
PT Presentations continue until end of semester
Nov 21,23
Creating Powerful Classrooms (card)
Nov 24-25
NO CLASSES – UNIVERSITY CLOSED – THANKSGIVING
Nov 28,30
Reflecting on the Decade (card)
Nieto Chap 7
Nieto Epilogue
Dec 5,7
Finish Presentations
**Dec 7 - Individual Report on Field Project via TaskStream Due (See Style Manual)
**Dec 12 - Final Exam (Comprehensive) 5:30 -7:30
Course Grading:
The course Grade Determination Checklist below indicates the maximum point values assigned
to each evaluation area and how this evaluation area relates to course objectives (see web-site):
Evaluation Area
Points Possible
Related Course Obj.
No. 1 Personal Thesis - Oral
40
A2, B1, B4, C2, C3
No. 2 Note Cards - Written
60
A1, A2, A3, A4, A5, B3, B6
No. 3 Class Participation
40
A1, B1, B5, B6, C3, C4
No. 4 Song Analysis Presentation
40
A4, B4, C1
No. 5 Essay on Culture using TaskStream
70
A2, B4, C2
No. 6 Field Research Oral Report
20
A5, B2, C5
No. 7 Field Research Report using TaskStream
40
A5, B2, C5
No. 8 Final Exam
40
A5, B5, C5
---350 Total
The above points are added to determine the course grade as follows:
315 - 350 . . . . . . . . A
280 - 314 . . . . . . . . B
245 - 279 . . . . . . . . C
210 - 244 . . . . . . . . D
0 - 209 . . . . . . . . F
Foun 3708 - Page 7 of 16
FALL 2011
1. Note Cards – Reflections/Questions on Readings
Each student will submit fifteen (15) note cards (4” by 6” size); 11 note cards based on The Light
in Their Eyes, 4 note cards based on Hunger For Memory. Each note card should follow the
format and example provided below:
Format:
Your Name
Date Brought to Class
Book, Chapter, Page (s)
TOPIC YOU WISH TO DISCUSS IN CLASS
(Write four to five complete sentences which
point to an interest or question you want to explore based on your reading.
Utilize acceptable composition skills in phrasing your topic.)
Example:
Ellie Lewis
Sept 7, 2011
Nieto text, Chap 1, page 3
I would like to discuss the statement on the page about “learning as socially
sanctioned knowledge.” The writers suggest there is something wrong about
teaching students the dominate culture’s point of view and keeping from unformed
minds knowledge that would seem to contradict the views of the dominate culture.
Personally, I see teaching dominate cultural values as positive. It is important that
we all stand together for what is best in our community and in our country. We
need common values and the dominant culture supplies this.
that people do not need to receive citizenship education.
When I read his view, the phrase “We hold these truths to be self-evident . . .”
Please be aware of the due dates
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returned for later discussion.
Note cards submitted on time and well-written are worth 4 points each, making this part of the
course worth 60 points. Students lose a) 1-3 pts for not expressing themselves effectively on the
note card and b) 1-2 pts for a late submission: 1 pt is lost if a note card is late by one class period;
2 pts are lost if the note card is late by two class periods or more.
Foun 3708 - Page 8 of 16
FALL 2011
2. Personal Thesis – Oral
Students will reflect on their own education by means of an oral presentation regarding the single events,
surrounding circumstances, or long term experiences that were most defining and significant to their own
education. Think of about 5 ideas. All oral presentations are awarded the 45-point total. This thesis is to
be a deep reflection on your sense of how you fit, or failed to fit, in society and its PreK-16 systems of
schooling. The five points should be drawn from your home(s) growing up, your communities (secular
and religious), and your experiences in school. You might deal with questions such as: “Did I assimilate,
accommodate, or reject significant societal/educational experiences?” “Why?” “What has been the effect
of that acceptance or rejection?” “What experiences placed limits on my expectations?” “What
encounters encouraged me?” “Where did my aspirations originate?” “Based on these defining
experiences, who do I want to become . . . as an educated person . . . as a person in the helping professions
. . . or as a teacher?” As an alternative organizational approach (suggested by a previous student) you can
tell the class “Five Important Things I Have Learned in Life . . . and Who Taught Me.”
3. Class Participation
All students are expected to come to class prepared to discuss the materials related to each particular class
meeting. In most cases “being prepared” will mean having read a chapter and prepared a note card,
examined the website, organized a presentation or being vigilant with regard to ideas raised by others.
Nearly all class meetings will be conducted in a discussion, rather than a lecture, format. The class is
relatively small, so plan to be called on . . . and volunteer . . . often. Since this is a writing intensive
course, class time also will be used to create and comment on written materials, under the guidance of the
instructor. In recognition of this commitment, individuals who miss no classes receive 40 participation
points. Individuals who have unexcused absences have a 4-point deduction taken from this total for each
class missed.
4. Song Presentations
The class will investigate the popular American culture view of schooling through the exploration of
musical lyrics . . . through songs written about education, schools, students, and teachers. Each student
will be assigned to a 1-3 person group that chooses a song focusing on one of the themes/songs found on
the instructor’s website. Each group is responsible for a 30-minute presentation. The presenters divide the
responsibilities for presentation. Possible divisions include:
 (required) a message to a particular audience the presenter finds in the lyrics; the message
and/or audience could be intended or unintended (e.g., young people, adults)
 the song’s social significance (e.g., response to/descriptive of an historical event or period)
 the importance of the artist(s) performing the song (include photos)
 a class activity based on the song’s message
The only requirements are that sometime during the group presentation, 1) the song is played for the class,
2) a lyric’s sheet is distributed to all members of the class or displayed on the overhead and 3) a group
member leads the class is discussing the vision of schooling/education presented in the song. Each
presentation is worth 40 points and each presenter is graded separately. Scoring is based on: accuracy and
relevance of the information to the topic (0-10 pts), organization of the presentation (0-15 pts), creativity
and resourcefulness in preparing the presentation (0-15 pts). Examples of outstandingly song analyses are
found on the instructor’s web site.
Foun 3708 - Page 9 of 16
FALL 2011
5. Essay on Culture – Written Submission Using TaskStream
a. The Background of the “Essay on Culture” Critical Task
The Essay on Culture is a Critical Task of the Foun 3708 course and is also meets the university’s
requirement that upper level YSU students complete a General Education Writing & Critical
Thinking assignment. It is submitted through TaskStream.
When fully developed, the writing for this requirement will be scored both by the instructor and by
a university reader/rating. The university rating does not relate to your course grade and is NOT
used to assess you as an individual. In fact, it will likely occur after you have completed the
course. The university review assesses writing across the university.
b. The Seven Elements of the Essay Task
Sonia Nieto has indicated that characteristics of the concept of "culture" include its being
dynamic, multifaceted, learned, and dialectical (see The Light in Their Eyes; Chapter 3).
Your task is to define and discuss, in essay format, three of these four characteristics as they relate
to one's, that is, anyone's, culture. Then you are to apply each of the three concepts by using
appropriate illustrated examples relevant to your current and future work with students.
Your essay will be evaluated on seven elements or criteria using a common Foun 3708 rubric.
These seven criteria judge to what extent your writing demonstrates your
1) Understanding the purpose of this assignment,
2) Ability to define and discuss the three concepts,
3) Organizational skills,
4) Use of sources outside the text to enhance or weaken Sonia’s definitions,
5) Composition skills,
6) Perspective in applying the concepts to your work at a teacher, and
7) Ability to bring the essay to logical conclusion based on your discussion.
c. The Point System Used in Grading the Essay Task
For this assignment, submitting this essay through TaskStream starts with a base of 14 points
awarded. Next, note that each element is scored on a 1 to 4 rubric scale. Your individual scores
on each element will be summed and this total score value will be multiplied by two.
This multiplied value is your points based on your score (the max score would be 56). These score
points are added to your base points so that, for this course, the “Essay on Culture” is worth a
maximum of 70 points toward your course grade.
When your Essay on Culture has been scored by your instructor and sent back to you via
TaskStream, look for the point total you earned in the last comments section.
Foun 3708 - Page 10 of 16
FALL 2011
6. Field Research Project – Oral Report & TaskStream Submission
a. Choosing Your Field Research Project
The field research project focuses on a personally selected exploration of diversity. Like all
good research, you start with a question or idea on which you want to gather data. Pick from
any of the four approaches suggested below:
1.
Begin by interviewing a person who has made a life style choice, who has a
biological make-up, or who comes from a socio-cultural background quite different
from you own. Follow-up the interview by visiting organizations that shore-up that
life style choice, that biological condition, or that socio-cultural background. Further
extend your knowledge by doing research in the library or on the internet. Reflect.
2.
Think of your future classroom. Of the groups of diverse students you will teach,
which group do you feel you would like to know more about? Use your research
skills to find out more about this group then visit community organizations that might
provide you potential support when working with this group in your classroom.
Reflect.
3.
Think of a social concern impacting schools that involves young people (e.g.,
student drug abuse, sex education, juvenile crime, moral development). Use your
research skills to find out more about this social problem. Visit community agencies
or organizations who address these problems. How is diversity addressed and how
might you be involved with these places as you work in your own diverse classroom?
Reflect.
4.
Think of educational programs and services provided to students outside of, or in
addition to, K-12 schools (e.g., library educational programs, museum educational
programs, church-based educational programs, after-school or weekend recreational
programs, local and state parks, alternative education sites). Visit the sites and
interview staff. How do/might these programs impact/support diversity and your
future work? Reflect.
b. Doing Your Field Research Project
You may choose to complete this project on your own or as part of a team; however each
team member submits her/his separate report using TaskStream. If you wish to be part of
a team you must form the team on your own. No more than three persons can be on one
team.
In order to gather data for the project, each student is expected to spend at least 25 hours
conducting field research involving activities such as the following: examining high
quality information data bases; reviewing scholarly articles; identifying community
resources; making phone calls; conducting on-site visits; observing facilities;
interviewing clients and staff; organizing findings; drawing conclusions.
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FALL 2011
c. Submitting Your Field Research Project
Your written field research report is submitted through TaskStream using the Field
Experience Verification Form. For guidance in submitting this report, go to the
instructor’s website. Find the link to the TaskStream Resource Page. Here you will find
an example of a blank Field Experience Verification Form, the submission directions for
the Field Report, and examples of high quality Field Report submissions.
d. The Point System Used in Grading the Field Research Project
For the TaskStream system reporting, your work is scored simply met or not met.
However, toward course grade determination, the written report is worth 40 points and the oral
report is worth 20 points. For the written assignment, submitting this report through TaskStream
starts with a base of 10 points awarded. The remaining 30 points are determined as follows:

02 pts. At least one site and one diversity group is identified on the form.
o Site(s) listed and type of site identified

06 pts. Total field hours checked is, at minimum, 25-29 hours.
o If 20 to 24 is checked, 5 pts
o If 15 to 19 is checked, 4 pts
o If 5 to 14 is checked, 3 pts
o If “less than 5” is checked, 2 pts

08 pts. Diversity
o Diversity group(s) checked, 1 pt
o Adjustments Reflection (did/will you make)
 Connects to diversity listed on form, 2 pts
 Communicates insightful modifications, 3 pts
 Demonstrates top quality composition skills, 2 pts
 04 pts. Field Activities Section – list four, one in each blank.
o For each missing entry 1 pt is deducted
 10 pts. Reflection Section – using the activities you listed as your basis, how beneficial
was the research to you as a pre-service teacher.
o Connects to activities listed, 3 pts
o Shows evidence of deep reflection, 4 pts
o Exhibits top quality composition skills, 3 pts
_________________________________________________________________
30 pts. Total scoring points possible + 10 point-base = 40 pts overall for written report
When your Field Experience Verification form has been scored by your instructor and returned to
you through TaskStream, look for the point total you earned in the comments section. The oral
report you make to the class about your exploration. All oral reports are given two stars and a
wish by the class and awarded 20 points toward the final grade.
Foun 3708 - Page 12 of 16
FALL 2011
BCOE Teacher Education Program
Definitions and Policies Associated With This Course
Class Cancellation: Notice that this class is being cancelled for any one day because of instructor illness,
or other reasons, will be sent to the student address <@student.ysu.edu> as soon as possible. Universitywide closure or class cancellation is a decision made through the President’s office, and announced via the
YSU homepage and on WYSU-FM radio.
Academic Honesty - Departmental Policy: All candidates are expected to comply with generally accepted
professional ethics of Academic Honesty in meeting their course requirements (refer to
http://penguinconnection.ysu.edu/handbook/Policies/POLICIES.shtml). Candidates are expected to submit
materials that are respectful of intellectual property rights, as well as complying with all Federal Copyright
Laws (refer to http://www.copyright.gov/). Any breach of this code of ethics will be handled according to the
YSU Student Handbook. Any proven acts of cheating, plagiarizing, or engaging in any form of academic
dishonesty, could result in a severe disciplinary action, an “F” grade for the assignment or course, and possible
referral to the Office of Student Affairs for disciplinary action.
Students with Disabilities: In accordance with University procedures, if you have a documented disability
and require accommodations to obtain equal access in this course, please contact me privately to discuss your
specific needs. You must be registered with the Center for Student Progress Disability Services, located at 275
Fifth Avenue, and provide a letter of accommodation to verify your eligibility. You can reach CSP Disability
Services at 330-941-1372.
Incomplete Grade Policy: An incomplete grade of an “I” may be given to a student who has been doing
satisfactory work in a course but, for reasons beyond control of the student and deemed justifiable by the
instructor, had not completed all requirements for a course when grades were submitted. A written
explanation of the reason for the “I” will be forwarded to the Registrar for inclusion in the student’s
permanent record. Upon the subsequent completion of the course requirements, the instructor will initiate
a grade change. Spring and summer semester incompletes must be completed by Sept. 1, with fall having
a deadline of March 1 of the following term. If courses are not completed by the designated date, the grade
will then be converted to an F., the “I” automatically converts to an “F.” If graduation occurs within the
time period, the “Incomplete” grade will be converted to an “F” prior to graduation.
Candidate Disposition Alert Process: The purpose of this alert process is to identify candidate
performance or conduct that fails to satisfy professional expectations associated with professionalism,
inclusivity and collaboration determined by the BCOE faculty as necessary standards to effectively serve
all students or clients. The Candidate Performance Alert form is completed when a concern is raised about
a candidate’s performance during any class, sponsored activity by the Beeghly College of Education, or
during a YSU required field or clinical experience. This form may be used when a candidate engages in
conduct, irrespective of its time or location, which raises substantial questions about the candidate’s ability
to perform his or her role as an educational professional. The Candidate Performance Alert Form can be
used by university faculty, staff, supervisors, cooperating teachers, or other school personnel when they
have a concern, other than one that can be effectively addressed through routine means of supervision.
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Critical Tasks: Selected performance-based assignments reflect a candidate’s knowledge, skills and/or
dispositions and are aligned with the standards for teacher preparation of the licensure area. These tasks
assess a candidate’s ability to move through the teacher preparation program in an effective way,
meeting and/or exceeding expectations in these professional standards. Therefore, candidates must
effectively pass a critical task to pass the course. Failure to effectively pass the critical task(s) will
result in remediation through repetition of the course to guarantee that all teacher candidates are
prepared to be an effective educator once they leave Youngstown State University. Critical tasks are
common across sections of the same course. For Found 3708, the common critical task used in all
sections is an essay on key characteristics related to the idea of “culture.”
TaskStream: A web-based program called TaskStream will be used by all class members for Essay on
Culture submissions. TaskStream is a tool which gives teacher education candidates the ability to
design lessons and units, map and track standards, create rubrics and develop electronic portfolios over
the course of their total YSU Program. Each candidate’s score on the critical task (Essay on Culture)
will be generated by the instructor, collated by the Office of Assessment, and used as part of the
college’s assessment profile on its students.
Field Experience Verification Form: A common form used by the college to document field
experiences across programs will be used by all class members. For this class we are using this form as
the means for submitting your Field Research Report.
Missed Exams: Make-up exam will be scheduled when verification is provided that an absence was justified.
References
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