Savannah State University
New Programs and Curriculum Committee
Summary Page – Form I
1. Submitting College:
SOTE
2. Department(s) Generating the Proposal:
Choose an item.
Choose an item. (if needed)
3. Proposal Title:
Special Problems in Education
4. Course Number(s):
EDUC 4100
5. Course Title(s):
Special Problems in Education
6. Effective Date:
Fall
Year:
2011
7. Brief Summary of Proposal:
This course is designed to enhance experiential learning and provide
opportunities for the teacher candidate to complete an in depth investigation of a topic or topics related to issues
in education. This is a student managed, teacher guided course.
8. Type of Proposal:
New Course
If other, please describe:
Click here to enter text.
9. Impact on Library Holdings
Existing:
None
Additional:
None
Deletions:
N/A
10. Impact on Existing Programs: This course will meet the needs of students who declared Education as a minor.
These students have been taking courses through Armstrong under the prior Collaborative Agreement.
Furthermore, the course will meet the needs of students in the pipeline who are scheduled for graduation in
December 2011 and May 2012
11. Additional Resources Required
Personnel:
None
Non-personnel:
None
12. Approvals:
- Department Curriculum Committee
Signature
Date
-
Department Chair
Signature
Date
-
College Curriculum Committee
Signature
Date
-
College Dean
Signature
Date
-
Vice President of Academic Affairs
Signature
Date
(Chair of the New Programs and Curriculum Committee)
-
Faculty Senate
Signature
Date
Savannah State University
New Programs and Curriculum Committee
Course Addition Page – Form II
1.
Course Number:
EDUC 4100
2.
Course Title:
Special Problems in Education
3.
Catalogue Description:
This course is designed to enhance experiential learning and provide
opportunities for the teacher candidate to complete an in depth investigation of a topic or topics related to
issues in education. In addition, it provides the teacher candidate an opportunity to explore issues in
education that may not otherwise be covered in the program of study. The course, although supervised by a
faculty member, is basically left up to the student to meet all expected outcomes according to the
requirements outlined and described by the instructor. This is a student managed, teacher guided course.
4.
Rationale:
This course will help meet the needs of students who have declared education as a minor
and expected to graduate in December 2011 or May 2012.
5.
Credit Hours:
3 Credit Hours
6.
Pre-requisites:
Permission of Professor
7.
Syllabus:
See Attached
8.
Similarity to or duplication of Existing Courses:
9.
Textbook selection:
10.
Grading:
N/A
N/A
Grading Scale: A (90-100); B (80-89); C (70-79); F (69 & Below)
EDUC 4100–Special Problems in Education, 3 Credit Hours
Eight Weeks Course
2011 Fall
Savannah State University
School of Teacher Education
Currently, all teacher education courses are in the development stage with the Georgia Professional
Standards Commission (GaPSC) and students taking this course or other education courses are not
enrolled in teacher education. Once programs are approved by the GaPSC, this course will count as an
approved teacher education course for students seeking admission to teacher education.
Instructor:
Office:
Phone:
E-mail:
Office Hours:
Class Time:
Room:
Dr. Elazer J. Barnette
205 Colston
912.358.4100
[email protected]
MON-FRI by appointment
TUES & THURS – 9:30am – 10:45am
Hubert A – Room 122
Course Description:
This course is designed to provide an opportunity for the teacher candidate to complete an in depth
investigation of a topic or topics related to issues in education. In addition, it provides the teacher
candidate an opportunity to explore issues in education that may not otherwise be covered in the program
of study. The course, although supervised by a faculty member, is basically left up to the student to meet
all expected outcomes according to the requirements outlined and described by the instructor. This is a
student managed, teacher guided course.
Objectives/Learning Outcomes
Upon completion of this course, the student will be able to:
1.
Identify critical issues in education.
2.
Analyze critical issues in education.
3.
Assess the roles and responsibilities of teachers.
4.
Formulate conclusions based on research generated evidence.
5.
Demonstrate ability to be resourceful.
6.
Evaluate policy as it pertains to teaching students.
7.
Reflect personal views of critical issues in education.
Required Text: None
Course Requirements:
Directions: Select an issue in education that you wish to investigate to enhance your knowledge, skills and
dispositions. Develop your thesis statement clarifying your position about the issue. Using valid
resources, research the issue as thoroughly as possible within the allotted time. You must have a
minimum of fifteen (15) sources, appropriately cited, to document/support your position. Additionally,
you must interview a public school teacher to get his/her expressions concerning the issue. You must
construct a 10 point questionnaire to solicit the information sought. Finally, you will identify a court case
related to a teacher’s inappropriate behavior as it relates to his/her job. You will read and write a two (2)
page brief explaining why you agree or disagree with the verdict. For the final exam, you will present of
your findings to the identified and approved topic using PowerPoint and place the paper document that
supports the presentation in the e-Learning Digital Drop Box.
Selected Topics might include:
Classroom Management
Curriculum Design and Mapping
Learning Assessments; State Mandated Testing
Home Schooling
Accreditation
Public School Funding
Alternative Schools
Race to the Top
Single Gender Classes
Diversity
Neighborhood Schools
School Districting
School Law
Special Needs Children
Advanced Placement Courses
Sexual Harassment
Building Relationships
Evaluating On-Line Teaching Resources
Federal and State Departments of Education Separation of Church and State
Education Provisions of the State Constitution
Board of Education
Title IX
Tenure
Other (Must be approved by the instructor)
Schedule of Activities: (FTF = Face to Face Class --- EL = E-Learning Class)
Week 1
Introduction and Course Overview (FTF)
Week 2
Weekly Progress Report (EL) (1) Post Questionnaire Template; (2) Identify 6-12 Teacher
for Interview
Week 3
Weekly Progress Report (FTF) (Issue identified; discussed; approved)
Week 4
Weekly Progress Report (Professional Interview) – In approved 6-12 School
Week 5
Weekly Progress Report (Case Brief) (FTF)
Week 6
Weekly Progress Report (Rough Draft of Paper Due)
Week 7
Final Paper/Issue Paper Due (EL)
Week 8
Final Exam - Presentation of Issue (FTF)
Course Policies
Although this is an independent study course, students are expected to comport themselves in a
professional manner at all times. Consideration will be given to your disposition in your interactions with
other people.
1
Late and handwritten assignments will not be accepted.
2.
All assignments must be professionally presented and documented according to APA style.
3.
Because of the intensity of the course there is no provision for make-up work.
4.
All students must show up for all scheduled appointments and other meetings.
5.
Students will adhere to Savannah State University’s Honor Code. Students committing acts of
academic dishonesty is subject to disciplinary action.
Grading Scale:
A
B
C
D
F
90 – 100
80 – 89
70 – 79
60 – 69
59 and Below
Evaluation:
Item(s)
Topic Identified on Task
Questionnaire/Interview
Case Brief
Presentation (Final Exam)
Attendance/Weekly Progress
Disposition
Total
Point Value
percent
5
5
15
35
20
20
100
Your Points
Total
CATEGORY
Content
5
Shows full
understanding
of the topic
EDUC 4100-Presentation Rubric
4
3
Shows a good
Shows a good
understanding of understanding of
the topic
parts of the topic
Preparedness
Student is
completely
prepared and
has obviously
rehearsed
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
The student is
somewhat
prepared, but it
is clear that
rehearsal was
lacking.
Student does
not seem at all
prepared to
present.
Meets
Tasking
Met
requirements
for all portions
of the
assignment
Clear
enunciation,
well
structured,
smooth
transitions,
relaxed and
poised.
Met most of the
requirements in
the assignment.
Met some
requirements of
the assignment.
Did not provide
assigned
portions.
Some small
problems but
not significant.
Presentation was
sometimes
difficult to
follow because
of speaking
skills.
Difficulty in
speaking
throughout the
presentation.
Significantly
detracted from
the presentation
Speaking
Skills
Grand Total
0
Does not seem
to understand
the topic very
well
Total
EDU 4100- Special Topics in Education
Grading Rubric for Issue Paper
Name: _______________
Date: _______________________
Poorly
developed
with many
errors
CRITERIA
Documents in APA Style
(15)
Document Mechanics
Spelling, Punctuation,
Grammar
(20)
Document Structure
Coherence, Logic, Transitions
(25)
Document Content
Provides thoroughly the
following:
Issue defined
Introduction
Body
Summary
At least 15 references
(40)
Total
100
Developed
well with
some errors
Adequately
developed
without
errors
Score:
/100
COMMENTS