COLLEGE OF EDUCATION
SYLLABUS
Teaching and Learning Department
College of Education and P-16 Instruction
Introduction to Teaching/EDUC 1301
INSTRUCTOR: Mrs. E. Garcia, M.Ed
OFFICE: EDINBURG Room 3.20
OFFICE HOURS: By Appointment
PHONE:
EMAIL: [email protected]
TEXTBOOK AND/OR RESOURCE MATERIAL
Required Text: Kevin Ryan, James M. Cooper, & Cheryl Mason Bolick. Those Who Can, Teach
14 edition © 2016 Wadsworth/Cengage Learning. You can purchase the REQUIRED materials at
the bookstore ISBN #9781305507630
Other Readings: Articles given by instructor
COURSE DESCRIPTION:
This is a 3 credit hour course, which is designed as an introductory course for people considering careers as
teachers. The information you receive and the experiences you encounter are designed to assist you in making an
informed decision about whether teaching is the right career for you. The course introduces students to education
in society by analyzing historical, social, political, economic, cultural, global and legal issues in society.
This course begins by exploring schools and schooling in the United States, including an examination of motives for
teaching, the functions and purposes of schools, organization, and what life is like in schools. We will then look at
the diversity of students who populate our schools, and how they are affected by such social factors as poverty,
drug abuse, and other social ills. We will also examine various tension points (such as access and equality of
educational opportunity, school choice, and gender issues) that cause controversy in our educational system.
The course focuses on teachers, including what constitutes effective teaching, what teachers should know about
teaching with technology, and what subjects are taught as part of the school’s curriculum.
An examination of the foundations of education: (philosophy, history, legal and ethical considerations, and
governance and finance issues) that provide the intellectual underpinnings of educational practice. You will also
examine current reform efforts in education, and finish the course by looking at career issues, including the job
options in education, salary expectations and what it means to be a professional teacher.
By the end of your course, you will be familiar with the important issues associated with teaching as a career
choice and be able to examine schools from the perspective of a teacher rather than of a student.
METHODS OF DELIVERING INSTRUCTION:
1.
2.
3.
Assigned readings, classroom activities, and Guided Reflection
Instructor and Guest Lectures and Class Discussion
E-mail, Blackboard, and Internet Assignments
Course Objectives:
1.
2.
Provide a broad perspective of education by studying empirical data affecting politics and public policy.
Identify the differences in modern educational practice to past and current historical, social, political,
economic, cultural, and global forces and analyze how these ideas have been shaped over time.
3. Integrate the knowledge of learning and teaching toward applications in today’s local, regional, and global
society.
4. Understand the implementation, involvement and development of legal aspects of education from a
constitutional, statute, and case law perspective.
5. Recognize the role of education in developing political, economic, and social structures in the United
States and the world.
6. Recognize and understand the past, current, and future solutions to educational policy and practice.
7. Developing an understanding of discrimination, assimilation, multiculturalism, and other concepts that
underlay democratic education system.
8. Develop an understanding of the responsibility that education plays in developing a view of the ethnically
diversified world.
9. Develop the ability of students to communicate effective in written and oral forms and exercise critical
thinking about education practice in society.
10. Integrate the use of technology and information processing to explore education practice in the United
States.
11. Provide students with opportunities to read critically educational research literature that can be used to
improve the learning process.
*This syllabus subject to change in order to better course objectives per discretion of instructor.
Student Learning Outcomes:
An examination of the foundations of education: (philosophy, history, legal and ethical considerations, and
governance and finance issues) that provide the intellectual underpinnings of educational practice. You will also
examine current reform efforts in education, and finish the course by looking at career issues, including the job
options in education, salary expectations and what it means to be a professional teacher.
By the end of your course, you will be familiar with the important issues associated with teaching as a career
choice and be able to examine schools from the perspective of a teacher rather than of a student.
Teacher candidates will plan and prepare instruction demonstrating knowledge of content and pedagogy,
knowledge of student diversity, and ability to select appropriate instructional goals in inclusive learning
environments.
-Teacher candidates will deliver instruction-demonstrating ability to communicate clearly and accurately, to use
questioning and discussion techniques, and to engage and motivate diverse students to learn.
-Teacher candidates will foster a positive classroom environment by creating a climate of respect and rapport,
establishing a culture for learning, and managing classrooms.
-Teacher candidates will know, understand and use formal and informal assessments to plan, evaluate and
strengthen instruction that will promote academic achievement of diverse students.
ATTENDANCE REQUIREMENTS: Students are expected to attend all scheduled classes and may be dropped from
the course for excessive absences. UTRGV’s attendance policy excuses students from attending class if they are
participating in officially sponsored university activities, such as athletics; for observance of religious holy days; or
for military service. Student should contact the instructor in advance of the excused absence and arrange to make
up missed work or examinations.
Each student is allowed two absences without affecting their grades. A third absence for any reason will drop
your grade by one level from an A to a B. A fourth absence will lead to further drop in grades. A fifth absence
will result in a failure of the course. Be advised, you may be asked to provide documentation from an authorized
professional or agency which supports an explanation for your absence. Children may not attend class with
students.
STUDENTS WITH DISABILITIES: If you have a documented disability (physical, psychological, learning, or other
disability which affects your academic performance) and would like to receive academic accommodations, please
inform your instructor and contact Student Accessibility Services to schedule an appointment to initiate services. It
is recommended that you schedule an appointment with Student Accessibility Services before classes start.
However, accommodations can be provided at any time. Brownsville Campus: Student Accessibility Services is
located in Cortez Hall Room 129 and be contacted by phone at (956) 882-7374 (Voice) or via email at
[email protected]). Edinburg Campus: Student Accessibility Services is located in 108 University Center and
be contacted by phone at (956) 665-7005 (Voice), (956)665-3840 (FAX), or via email at [email protected].
MANDATORY COURSE EVALUATION PERIOD: Students are required to complete an ONLINE evaluation of this
course, accessed through your UTRGV account (http://my.utrgv.edu); you will be contacted through email with
further instructions. Online evaluations will be available Nov. 18-Dec.9, 2015. Students who complete their
evaluations will have priority access to their grades.
SCHOLASTIC INTEGRITY: As members of a community dedicated to Honesty, Integrity and Respect, students are
reminded that those who engage in scholastic, dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not
limited to: cheating, plagiarism, and collusion; submission for credit of any work or materials that are attributable
whole or in part to another person; taking an examination or another person; any act designed to give unfair
advantage to a student; or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all
students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of
Regents Rules and Regulations and UTRGV Academics Integrity Guidelines). All scholastic dishonesty incidents will
be reported to the Dean of Students.
SEXUAL HARASSMENT, DISCRIMINATION, AND VIOLENCE: In accordance with UT system regulations, your
instructor is a “responsible employee” for reporting purposes under Title IX regulations and so must report any
instance, occurring during a student’s time in college, of sexual assault, stalking, dating violence, domestic
violence, or sexual harassment about which she/he becomes aware during this course through writing, discussion,
or personal disclosure. More information can be found at www.utrgv.edu/equity, including confidential resources
available on campus. The faculty and staff of UTRGV actively strive to provide learning, working, and living
environment that promotes personal integrity, civility, and mutual respect in an environment free from sexual
misconduct and discrimination.
COURSES DROP: According to UTRGV policy, students may drop any class without penalty earning a grade of DR
until the official drop date. Following that date, students must be assigned a letter grade and can no longer drop
the class. Students considering dropping the class should be aware of the “3-peat rule” and the “6-drop” rule so
they can recognize how dropped classes may affect their academic success. The 6 drop rules refers to Texas law
that dictates that undergraduate students may not drop more than six courses during their undergraduate career.
Courses dropped at other Texas public higher education institutions will count toward the six course drop limit.
The 3-peat rule refers to additional fees charged to students who take the same class or the third time.
QUALITY OF WORK: All work must be typewritten (unless otherwise specified) and submitted in a professional
manner. The professor reserves the right to return, for resubmission, any work that is not neatly, legibly, and
professional submitted. In addition, assignments containing multiple spelling, usage, and/or mechanics errors will
be returned or revision upon the discretion of the professor or a reduced grade may be assigned.
ELECTRONIC DEVICES: Cell phones must be turned off during class time unless there is a family emergency.
CLASSROOM CONDUCT: During class time:
a.
b.
c.
Participate in classroom discussions/activities (part of your grade).
Food will NOT be allowed in class. Water and sodas are allowed but it is your responsibility to keep the
area clean and dispose of trash properly.
Do not have private conversations with fellow students during class because it distracts other students.
NOTE: If you are NOT adhering to the classroom conduct, you will be asked to leave.
Calendar of Activities
August 31
Classes Begin
September 7
Labor Day Holiday; university closed
September 16
Last day to drop a class before it appears on the transcript and counts toward
The “6-drop” limit. Last day to receive a 100% refund or dropped classes
(other policies apply when a student is withdrawing from all classes).
November 18
Drop/Withdrawal Deadline; last day for students to drop the course and
receive a DR grade. After this date, students will be assigned a letter grade or
the course that will count on the GPA.
November 26-27
Thanksgiving Holiday; university closed
December 10
Study Day; no classes
December 11-17
Final Exams (schedule is posted at my.utrgv.edu – check your scheduled time
and list it on the syllabus)
GRADING SCALE:
A…………… 90%-100%
B…………….80%-89%
C…………….70%-79%
D…………….60%-69%
F……………..0%-59%
COURSE REQUIREMENTS AND METHODS OF EVALUATION:
1.
2.
3.
4.
5.
Exams …………………………………………………..……… 30%
Projects…………………………………………………………. 20%
Attendance…………………………………………………… 10%
Participation…………………………………………………. 10%
Final Exam……………………………………………………. 30%
Tentative Course Outline: 2015
8/31
9/2
Course introduction:
Chapter 1 Why Teach?
9/7
9/9
LABOR DAY/NO CLASSES
Chapter 1 Why Teach?
9/14
9/16
Chapter 2 What Is a School and What Is It For?
Chapter 2 What Is a School and What Is It For?
9/21
9/23
Chapter 3 Who are Today’s Students in a Diverse Society?
Chapter 3 Who Are Today’s Students in a Diverse Society?
9/28
9/30
Chapter 4 How do Social Issues Affects Students (Conduct your own research on one of these topics:
Gangs and kids who kill; Violence in Schools;
Chapter 4 How do Social Issues Affects Students Cyberbullying; Teen Pregnancy)
10/5
10/7
Test on Chapter 1,2,3,4
Chapter 5 What is Taught?
10/12
10/14
Presentations
Presentations
10/19 Chapter 5 What is Taught?
10/ 21 Chapter 6 What makes a teacher effective?
10/26
10/28
Chapter 6 What makes a teacher effective?
Chapter 7 What Should Teachers Know about Technology?
11/2
11/4
Chapter 7 What Should Teachers Know about Technology?
Chapter 8 What Are the Ethical and Legal Issues Facing Teachers?
11/9
11/11
Chapter 8 What Are the Ethical and Legal Issues Facing Teachers? /Review for Test
Test on Chapter 5,6,7,8
11/16
11/18
Chapter 9 What are the Philosophical Foundations of American Education?
Chapter 10 What is the History of America’s Struggle for Educational Opportunity?
11/23
11/25
Chapter 11 What is the History of America’s Struggle for Educational Opportunity
Chapter 12 How Should Education Be Reformed
11/30
12/2
Quiz on chapters 9,10,11,12/Chapter 13 What Are your job Options in Education?
Chapter 14 What Can the New Teacher Expect?
12/7
12/9
Chapter 15 What Does it Mean to be Professional/Review for Final Exam
STUDY DAY/ NO CLASSES
FINAL EXAM December- Chapters 13,14,15