Metropolitan College of New York
Audrey Cohen School for Human Services and Education
Purpose IV Handbook
CONTENTS
Page
POLICIES
2
OVERVIEW OF THE PURPOSE
4
DEFINITIONS
5
TABLE OF PURPOSE ACHIEVEMENT ABILITIES
7
WHAT’S THE “RULE”?
9
GUIDELINES FOR CONSTRUCTIVE ACTIONS
11
THE PURPOSE DIMENSION
13
THE CONSTRUCTIVE ACTION DOCUMENT
18
FIELDWORK INSTRUCTIONS
22
THE VALUES AND ETHICS DIMENISION®: Developmental and Comparative Study
of Educational Philosophies
24
THE SELF AND OTHERS DIMENSION®: Theories of Learning and Cognitive Development
29
THE SYSTEMS DIMENSION®: American Government
34
THE SKILLS DIMENSION®: Math IV for Human Services
53
® These terms are registered trademarks of Metropolitan College of New York. All rights reserved.
1
POLICIES
Attendance:
• Students are required and expected to attend all scheduled classes.
• If a student has difficulty attending any class, he/she should notify immediately the faculty
member teaching the course
• Students who have missed 5 (five) classes can expect an “F” grade.
• Students who accumulate excessive absences or lateness may be recommended for withdrawal.
Please be advised regarding the following:
• Food or drink is not allowed in the classrooms.
• Children are not allowed in the classroom.
• Electronic devises should be turned off during class time.
Add/drop:
It is the School for Human Services policy that the Dean’s office will sign add/drop forms after the
first two weeks of the semester. Add/drop forms will not be approved after the fourth week of
classes.
Transfer from Bachelor’s degree program to Associate of Arts degree
program:
Students will only be allowed to transfer from the Bachelor’s degree program into the Associate of
Arts degree program during the interim between their first and second semester, or the interim
between their second and third semester. No student will be allowed to transfer during a semester, or
after their third semester has commenced.
Plagiarism
Is an act of presenting someone else’s work as though it is your own. In an academic community the
use of words, ideas, or discoveries of another person without explicit, formal acknowledgement
constitutes an act of theft or plagiarism. In order to avoid the charge of plagiarism, students must
engage in standard academic practices such as putting quotation marks around words that are not
their own, employing the appropriate documentation or citation, and including a formal
acknowledgement of the source in the proper format.
Constructive Action Documents:
The college maintains a sample collection of Constructive Action (CA) documents from each
program to maintain as part of the college’s archives. The deans, in collaboration with Directors and
Chairs select faculty members from each program from which to collect CA samples.
All students enrolled in the College will submit his/her Constructive Action document in two
formats: 1) a paper copy in the prescribed format, and 2) a data storage unit with the same material.
The Constructive Action document should have a front page that contains the following information
and your data storage unit should have a label that contains the same information:
1) Student Name
2) Student i.d. number
3) Purpose class
4) Name of your Professor
2
5) Semester / Year – Example: Fall 2014
6) Keywords for CA
Incomplete Grades
An “I” or incomplete grade is given only in instances where a student’s work in a course is
not finished on time due to an extenuating circumstance, which must be properly
documented, and the student can be expected to pass. These students must file an Incomplete
Grade Contract with the instructor. Otherwise the grade becomes an “F.”
Students have until the end of the seventh week of the following semester to complete
coursework for incomplete grades, unless it is the student’s last semester, which requires a
shorter completion time. The instructor has up to the end of the 10th week of the semester to
change the “I” grade. After this time, an incomplete grade automatically becomes an “F.” A
formal extension – “EI” for Extended Incomplete – is required to carry an incomplete beyond
this time. The faculty member, student and appropriate dean must complete the EI Form that
is available in the Office of the Registrar. The student either completes the required
coursework for a grade or, failing to do so, receives an “F.” Failures must be repeated.
For financial aid audits, an incomplete grade is calculated as an “F” until the grade has been
changed. Please see the Financial Aid Handbook for details.
Note: Students are responsible for all work, even when absent or late.
Note: Any information in this handbook is subject to change.
3
PROMOTING EMPOWERMENT THROUGH
TEACHING AND COMMUNICATION
Overview of the Purpose
Teaching and learning are integral to effective service delivery. As a basic human service
function, teaching is not confined to the classroom, but plays a part in every service relationship.
In purpose IV, you learn how to collaboratively define, set, and achieve learning goals that are
appropriate for the group you teach. You enhance your database management and research skills
and apply these to the evaluation segments of your teaching/learning. In addition, you make
long-range plans for your students’ learning.
You illustrate your use of these abilities in your Constructive Action document. You
work on the integration of knowledge and skills from all of your classes and apply these to each
teaching and learning experience. Your Dimension classes provide you with an introduction to
varied models of learning, an overview of key concepts in human growth and development, an
orientation to teaching methodology, and a review of historical and contemporary debates about
the purpose and function of education on both the individual and the societal levels. Each
concept is directly related to your purpose, including your progress as a teacher and learner this
semester.
4
DEFINITIONS
Purpose
Every semester of your education at Metropolitan College of New York is organized around a
specific Purpose whose achievements benefits you (the professional-in-training) and those you
work for and with. Each Purpose represents a particular way to help people become empowered
and calls for particular kinds of knowledge and action.
Empowerment
Metropolitan College of New York teaches that the empowerment of citizens should be the aim
of all human service. By empowerment we mean the ability of people to act purposefully to
manage their lives, meet their needs, and work with others in mutually empowering relationships
to make a better world.
Dimensions
The five Dimensions are lenses for looking at knowledge and performance and for understanding
people and the environment. In every semester, you have classes in all five Dimensions. You
make use of knowledge from the five dimensions in your Constructive Action® . The Dimensions
provide broad guidelines for assessing your performance in the classroom and the field.
The Values and Ethics Dimension
Values are the beliefs that guide people’s decisions and actions. Ethics refer to the study and
adoption of principles to govern one’s conduct. Human service professionals need to be clear
about their own values, respect the values of others, deal productively with ethical issues, and act
ethically.
The Self and Others Dimension
The Self and Others Dimension is concerned with people (including oneself), their individual
identity and their relationships and interactions with others. It is also concerned with exploring
the human condition.
The Systems Dimension
A system is a group of interacting parts that forms an entity. Examples of systems that human
service professionals need knowledge about are families, communities, the human body, human
service agencies, political systems, the global economy. Systems often serve as resources.
The Skills Dimension
A skill is a technique for doing something, and the ability to do it competently. Every Purpose
requires its own particular kinds of skills. Communications, math and technology skills are
among the skills for which human service professionals have a recurring need.
Supervised Fieldwork
Supervised Fieldwork is the process of engaging in work for academic credit outside the
classroom setting under the auspices of a qualified professional within the industry of study.
5
The Purpose Dimension
The Purpose Dimension is concerned with bringing together knowledge from the five
Dimensions in an organized and thoughtful way to achieve a given Purpose.
Constructive Action
You achieve your Purpose by performing a Constructive Action to benefit yourself and others.
You follow the Constructive Action Method, which is a thoughtful, systematic process of
planning, carrying out, and assessing the effort to achieve the Purpose.
Purpose Achievement Abilities
The knowledge and action required to carry out a successful Constructive Action to achieve a
worthwhile Purpose are embodied in 24 Abilities. The Abilities are grouped by Dimension. The
Purpose Dimension Abilities outline the Constructive Action Method. The Abilities for the other
four Dimensions describe the rich and varied knowledge and action that a successful
Constructive Action demands.
The Abilities constitute the standards for assessing student performance in each Purpose.
Students are assessed twice on their use of the Abilities. In their Dimension classes they are
assessed on their development of the Abilities. In their Purpose class they are assessed on their
use of the 24 Abilities in a Constructive Action to achieve the Purpose.
Self &
Others
Abilities
Values &
Ethics
Abilities
Purpose
Abilities
Systems
Abilities
Skills
Abilities
Constructive Action to improve the world
The Abilities manifest themselves differently with each Purpose. In the table on the following
pages, the generic Purpose Achievement Abilities for this Purpose are in plain type.
© 1986 by the College for Human Services. Revised 1994, 1995, 1996, 1997, 1998 by Metropolitan College of New York. All rights reserved.
6
PURPOSE ACHIEVEMENT ABILITIES
The Abilities listed below in bold type are the same for every Purpose, but they manifest
themselves differently in each Purpose. This table shows a version of the Abilities that is
specific to Promoting Empowerment Through Teaching and Communication.
Table of General and Specific Abilities for Purpose IV
Purpose Dimension Abilities
a. Explore opportunities to improve the world.
Research learning needs in your organization and ways to address them.
b. Choose the best goal.
Select a goal for promoting empowerment at your organization through teaching and communication.
c. Agree on a plan.
Develop a plan to meet your teaching and communication goal, including objectives, strategies, and
an evaluation plan.
d. Carry out plan. Monitor progress and use of knowledge. Change plan as needed.
Maintain a record of progress toward your goal; evaluate each recorded event; revise the plan as
needed.
Describe how you are using knowledge to achieve your goal.
e. Assess the results and plan the next steps.
Assess how well you have met your goal for promoting empowerment through teaching and
communication.
Plan how to use the knowledge gained and about teaching and communication in your future work.
Self and Others Dimension Abilities
a. Describe self in relation to the Purpose.
Assess your experiences, capabilities, and interests as they relate to your role as a teacher.
b. Appreciate experience and views of others.
Compare and contrast the views expressed about education in different learning theories.
c. Build good relationships.
Establish and maintain effective relationships with others as needed to achieve your Purpose.
d. Communicate through reading, writing, speaking, and other modes of expression.
Communicate effectively with others through reading, writing, listening, and speaking.
e. Promote growth in self and others.
Support the ability of others to teach and communicate effectively.
7
Systems Dimension Abilities
a. Describe natural, social, and technological systems related to the purpose.
Identify the educational systems in place at your organization; and analyze their characteristics in
the contest of various educational theories.
Identify the technological systems in your organization that support teaching and communication.
b. Develop conceptual models of systems.
Demonstrate and explain how systems that affect teaching and communication at your
organization are interrelated.
c. Identify strengths of systems.
Analyze how systems can improve teaching and communication at your organization.
d. Identify weaknesses of systems.
Analyze how systems can negatively impact teaching and communication.
e. Make systems better.
Work to make your organization’s environment more conducive to teaching and communication
for citizen empowerment.
Skills Dimension Abilities
a. Identify and use appropriate mathematical skills.
Identify and use appropriate mathematical principles and procedures as needed to achieve
the purpose.
b. Identify and use appropriate physical skills.
Identify and develop the perceptual and physical skills needed to achieve the Purpose.
c. Identify and use specialized skills required by the Purpose.
Identify and use the specialized skills needed to achieve your purpose.
8
WHAT’S THE “RULE”?
Conventions for Clear and Grammatical Standard Written English
1
2
3
by Jinx Roosevelt, Metropolitan College of New York
WRONG
RIGHT
WHAT’S THE “RULE”?
She is a person that never
She is a person who never
Use “that” when referring to
sleeps.
sleeps.
things; use “who” when referring
to human beings.
New York is a city that never
sleeps.
There was a large amount
There was a large number of ice Use “number” when referring to a
of ice cubes in the bowl.
cubes in the bowl.
quantity of discrete objects that
can be counted; use “amount”
or
when referring to substances that
There was a large amount of
water in the bowl.
cannot be counted.
My sister work out every
My sister works out every day.
Verbs must agree with their
day. She and her daughter
She and her daughter plan to
subjects. Generally in English the
plans to run in the
run in the marathon.
singular or “he, she, or it” form
marathon.
of present tense verbs ends in “s”
while the plural or “they” form of
the verb has no special ending.
4
Somebody is forgetting
their book.
Somebody is forgetting his or
her book.
5
The citizens are gaining
self- esteem, they often talk
about going back to school.
6
My CA document is almost
finished soon I will be able
to relax.
The citizens are gaining selfesteem. They often talk about
going back to school.
or
The citizens are gaining selfesteem; they often talk about
going back to school.
or
The citizens are gaining selfesteem, and they often talk
about going back to school.
My CA document is almost
finished. Soon I will be able to
relax.
or
My CA document is almost
finished; soon I will be able to
relax.
or
My CA document is almost
finished, so soon I will be able
to relax.
Pronouns must agree with the
nouns they refer to. “Somebody”
is singular (we say somebody is,
not somebody are) and thus the
pronoun must be singular also.
Independent clauses that can
stand alone as sentences should
be separated by a period, a
semicolon, or a comma and
conjunction. They cannot be
simply “spliced” together by a
comma. (The error is called a
“comma splice” and is the most
common error in college writing.)
Independent clauses that can
stand alone as sentences should
be separated by a period, a
semicolon, or a comma and
conjunction. They can not be
simply “fused” together with no
punctuation. (The error is called
a “fused sentence” or a “run-on”
sentence.)
9
WHAT’S THE “RULE”?
Conventions for Clear and Grammatical Standard Written English
WRONG
At MCNY you can get your
degree in less than three
years. Which I appreciate
since I plan to go on to
graduate school.
RIGHT
At MCNY you can get your
degree in less than three years,
which I appreciate since I plan
to go on to graduate school.
WHAT’S THE “RULE”?
Avoid sentence “fragments” by
writing in complete sentences.
Complete sentences contain a
subject and a verb and express a
complete thought.
8
The student’s respect the
colleges values, and the
college respects the
students values.
The students respect the
college’s values, and the
college respects the students’
values.
Use plain “s” to form the plural of
nouns and apostrophe “s” to form
the possessive of nouns. Use “s”
apostrophe to form the plural
possessive of nouns.
9
The computer’s hard drive
worked fine, but it’s
monitor was completely
dead.
The computer’s hard drive
worked fine, but its monitor
was completely dead.
It’s working fine now.
Do not use apostrophe “s” for the
possessive of “it.” Use “it’s” only
for the contraction of “it is.”
10
Horace Mann (1957)
referred to education as the
balance wheel of the social
machinery.
Horace Mann (1957) referred to
education as “the balance wheel
of the social machinery” (p.87).
(or, if the author’s name
is not mentioned in the text)
Education has been referred to
as “the balance wheel of the
social machinery” (Mann, 1957,
p. 87).
Put quotation marks around all
words that are not your own, and
include a page number after the
quote. (Failure to do so violates
the ethics of academic life.)
11
According to Rousseau
(1999), “All wickedness
comes from weakness. . . .
Make [the child] strong and
he will be good.” (p. 9)
According to Rousseau (1999),
“All wickedness comes from
weakness. . . . Make [the child]
strong and he will be good” (p.
9).
Periods must be placed after the
parenthetical citation.
(Use ellipses to indicate omitted
words and brackets to indicate
changed words.)
12
Molefi Kete Asante argues
that Eurocentrism “imposes
Eurocentric realities as
“universal”; i.e., that which
is White is presented as
applying to the human
condition in general” (Noll,
1999, p. 244).
In McKay’s book
“Messages” the chapter on
Expressing was somewhat
problematical.
Molefi Kete Asante argues that
Eurocentrism “imposes
Eurocentric realities as
‘universal’; i.e., that which is
White is presented as applying
to the human condition in
general” (Noll, 1999, p. 244).
Quotes within quotes need only
single quotation marks.
In McKay’s book Messages the
chapter on “Expressing” was
somewhat problematical.
Titles of books (and journals)
must be underlined or italicized;
titles of chapters (and articles)
belong in quotes.
7
13
10
11
12
THE PURPOSE DIMENSION
Overview
The course focuses on the development of a constructive action that allows you to teach a
group of at least 3 and no more than 25 persons consistently throughout the semester. This
constructive action may take place in a variety of settings including schools, recreational centers,
group homes, etc. You will learn how to conduct a needs assessment for teaching and learning at
your agency. You will also learn how to develop objectives to meet agency needs, implement
appropriate teaching strategies, and apply evaluation techniques and make recommendations
based on the group’s progress. You will be introduced to relevant literature search strategies and
database management strategies for collecting empirical data and recording results. The course
will also expose you to how technology can be used in the classroom. The design of PowerPoint
presentations will be introduced.
You will also be introduced to practical hand-on teaching skills from lesson plan
development to techniques for evaluation of the learners’ progress. A variety of teaching
methods—from Socratic techniques to the use of manipulatives and/or simulation games—will
be explored.
Objectives of the Course
To fulfill the requirements of this course, you are expected to
a.
b.
c.
d.
e.
f.
g.
h.
Research learning needs in an organization and ways to address them;
Select a goal for promoting empowerment through teaching and communication;
Gain knowledge about teaching methods and techniques;
Develop a plan to meet teaching/communication goals and objectives with appropriate
strategies;
Collect relevant evidence regarding progress;
Assess the extent to which goals or objectives have been met;
Evaluate your findings in terms of the growth of your learners and yourself;
Plan how to use the knowledge gained about teaching and communication in your future
work.
Assessment
The following areas of student work contribute to the final grade in accordance with proportions
assigned by the instructor:
Class attendance, punctuality and participation,
Your general performance at your field agency,
Your timely completion of Constructive Action related activities at your field agency,
Your completion of work assigned in class.
Your timely completion and submission of the constructive Action document.
13
Required Readings
Farquharson, A. (1995). Teaching in practice: How professionals can work effectively with
clients, patients and colleagues. San Francisco: Jossey-Bass.
Class Sessions
1
Introductions and handouts. Beginning the CA document. Tips for success.
2
Responses to the Farquharson and Moore readings. Beginning the Agency Analysis.
Assignment due:
1) Draft Part I A of CA document (the Statement of Purpose). Always be sure to cite
sources according to APA guidelines.
2) Read Farquharson, Chapter 1 and Moore, Chapter 1.
3
Responses to the Farquharson and Moore readings. Beginning the Assessment of Need.
Assignment Due:
1) Draft Parts I B and C of CA document (the Agency Analysis and Job Analysis).
2) Read Farquharson, Chapter 5, and Moore, Chapter 3.
3) Take notes on Needs Assessment meeting with supervisor and/or potential learners.
4
Responses to the Farquharson and Moore readings.
Library/research orientation session. Beginning the Literature Review.
Assignment Due:
1) Draft Part II A, B, and D of CA document (the Assessment of Need).
2) Read Farquharson, Chapter 2 and Moore, Chapter 4.
3) Make corrections on returned work.
5
Responses to the Farquharson and Moore readings.
Beginning the Plan of Action – Goals, Objectives, Strategies, Resources and Constraints,
and Evaluation Plans.
Assignment Due:
1) Draft Part II C and E of CA document (the Application of Knowledge and the
Literature Review).
2) Read Farquharson, Chapter 3 and Moore, Chapter 5.
3) Make corrections on returned work.
6
Class presentations on one source from the Literature Review.
14
Assignment Due:
1) Draft Part III of CA document (the Plan of Action).
2) Read Moore, Chapter 6.
3) Make corrections on returned work.
7
Discussion of lesson plans and implementation logs. Work with math manipulatives or
some other form of “learning by doing.”
Assignment due:
Revised drafts of Parts I, II, and III of the CA document. This midterm assessment will
be graded.
8
Group work on strategies.
Assignment Due:
1) Draft two lesson plans and implementation logs for Part IV of the CA document (the
Implementation of the Plan of Action).
2) Read Moore, Chapters 7 and 8.
9
Field trip to Bank Street College Bookstore, 112th Street and Broadway.
Assignment Due:
1) Draft two more lesson plans and implementation logs for Part IV of the CA document
(the Implementation of the Plan of Action).
2) Read Farquharson, Chapter 8 and Moore Chapter 10.
10
An overview of educational assessment. Beginning the Assessment of Results. Work in
the computer lab on techniques for finding grade averages.
Assignment Due:
Draft two more lesson plans and implementation logs for Part IV of the CA document
(the Implementation of the Plan of Action).
11
Using technology in the classroom: an introduction to PowerPoint.
Assignment Due:
Draft Part V of the CA document (the Assessment of Results of the CA).
12
Final integration of dimension class work into the CA document: connections and
transitions. 5-minute PowerPoint presentations by students.
Assignment Due:
A PowerPoint presentation of one part of the CA document.
13
Group work on writing abstracts. Reading Farquharson: the ethics of educational
intervention, re-considered. A re-evaluation of values.
15
Assignment Due:
Completed CA document, including a Cover Page, Abstract, Table of Contents,
References page, and Supervisor's Evaluation. Attach the midterm draft of Parts I-III.
Reports on Implementation logs. Stepping back: The benefits and costs of educational
progress. Reflections from literature and history.
Assignment Due:
Prepare reports on Implementation Logs.
14
Assessment conferences.
Recommended Readings
Bitter, G., & Pierson, M. (1999) Using technology in the classroom (4th ed.). Boston, MA: Allyn
& Bacon.
Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco: CA: JosseyBass.
Eggen, P.D., & Kauchak, D.P. (1996). Strategies for teachers (3rd ed.). Needham Heights, MA:
Allyn and Bacon.
Forsyth, I., Jolliffe, A., & Stevens, D. (1995). Planning a course. Philadelphia: Taylor &
Francis.
Gregory, V.L., Stauffer, M.H. & Keene, T.W., Jr. (1999). Multicultural resources on the
internet. Englewood, Co: Teacher Ideas Press.
Heinch, R., Molenda, M., Russell, J.D., & Smaldino, S.E. (1996). Instructional media and new
technologies for learning (5th ed.). Englewood Cliffs, NJ: Prentice Hall.
Jones, D. (1998). Exploring the internet using critical thinking skills. New York: Neal-Schuman
Publishers.
Meltzer, M., & Palau, S.M. (1996). Acquiring critical thinking skills. Philadelphia: W.B.
16
Saunders.
Ornstein, A.C. (1999). Strategies for effective teaching (3rd ed.). Boston: MA: McGraw-Hill.
Popham, J.W. (1998). Classroom assessment. Boston: MA: Allyn and Bacon.
Rogers, S., Ludington, J., & Graham, S. (1998). Motivation and learning: A teachers guide for
building excitement for and igniting the drive for quality. Evergreen, CO: Peak Learning
Systems.
Trenholm, S., & Jensen, A. (1996). Interpersonal communication (3rd ed.). Belmont, CA:
Wadsworth Publishing.
Wilen, W. (1991). Questioning skills for teachers. Washington, DC: National Education
Association.
Abilities checklist: By the end of the semester you will demonstrate that you can:
a. Explore opportunities to improve the world.
Research learning needs in your organization and ways to address them.
b. Choose the best goal.
Select a goal for promoting empowerment at your organization through teaching and
communication.
c. Agree on a plan.
Develop a plan to meet your teaching and communication goal, including objectives,
strategies, and an evaluation plan.
d. Carry out plan. Monitor progress and use of knowledge. Change plan as needed.
Maintain a record of progress toward your goal; evaluate each recorded event; revise the
plan as needed.
Describe how you are using knowledge to achieve your goal.
e. Assess the results and plan the next steps.
Assess how well you have met your goal for promoting empowerment through teaching
and communication.
Plan how to use the knowledge gained and about teaching and communication in your
future work.
17
OUTLINE OF THE CONSTRUCTIVE ACTION DOCUMENT
Note: Each of the five main sections of the CA document must include at least four
references to texts assigned in the student's dimension classes.
I. Exploration of the Teaching/Learning Environment
A. Statement of Purpose (due Week #2):
1)
Paraphrase the semester’s Purpose as it appears in the MCNY Bulletin or
the Purpose IV Handbook. Use quotation marks and page numbers to cite
any words that are not your own. (See APA Citation and Reference
Manual.)
2)
In your own words analyze this Purpose in terms of the five Dimensions.
3)
Identify your own educational values by analyzing your past educational
experience.
4)
Relate John Dewey's "My Pedagogic Creed" to the Purpose-centered
educational program offered at Audrey Cohen College. (Note: this part of
the CA document should be inserted after your have read Dewey in your
Values course.)
B. Agency Analysis (due Week #3):
1)
In your own words, develop an overall analysis of your field placement
agency as a system.
2)
Analyze the agency in terms of how it addresses both the individual's and
society's educational needs.
3)
Discuss the agency in terms of its relationship to other educational
systems (e.g. schools, families, neighborhoods, etc).
C. Job Analysis (due Week #3): Analyze your own position at the agency in terms of
teaching and communication.
II. Assessment of Need
A. Methodology (due Week #4): Using Farquharson and Moore as references, explain
how you identified the need your Constructive Action will address. Who was
involved in this process? Summarize your needs assessment interview with your
supervisor and/or learners.
B. Description of Need or Opportunity for Empowerment: (due Week #4): Describe the
background and provide several specific examples of the need that you will address in
your Constructive Action. What learning "gap" do you intend to fill?
C. Application of Knowledge to Action (due Week #5): Integrate knowledge from your
Dimension classes to amplify your understanding of your learners’ needs. What
books and authors covered in your courses this semester have helped you determine
your CA goal?
18
D. Description of the Citizens (due Week #4): Using knowledge from your Self and
Others class, describe the learners in terms of their developmental stage, cultural
background, and individual learning needs.
E. Literature Review (due Week #5): Review scholarly and professional literature
relevant to your Constructive Action. Four different kinds of sources must be
included: the Farquharson and Moore texts, a classic in educational theory, 2-4
articles, and at least one film (see handout).
Starting a new page for each entry, use the APA style to state the author, year of
publication, title, and publication data for each book, article, or film that you use
as reference.
1)
Under each entry, summarize briefly in your own words the main points
of the article or book chapter you plan to make use of, and
2)
Describe the source’s specific relevance to your CA. Identify useful
teaching strategies that you have discovered in this text. If you include
quotes, be sure to put quotation marks around the author’s words
and include the page number in parentheses at the end.
III. Plan of Action (due Week #6):
A. Long-term Goal: State in one sentence your long-term goal for your constructive
action. (i.e. answer the question: What is my overall goal for my learners?)
B. Objectives: State several performance objectives that you intend for your learners to
achieve by the end of the semester. (i.e. answer the question: What will the learners
have to do in order to achieve my goal for them?)
C. Strategies: State the strategies you expect to use to help the learners meet the
objectives. (i.e. answer the question: What will I need to do in order to ensure that
the learners achieve the objectives I have set for them?) Identify each strategy as
teacher-centered or learner-centered.
Note: Each strategy should refer to a text from your literature review and/or
from your dimension classes.
D. Resources and Constraints: Assess the resources and constraints
1)
that you yourself bring to this Constructive Action;
2)
that are available to you at the agency (e.g. supervisor, co-workers, other
professionals, library, videotapes, instructional materials, etc.;
3)
that come from external sources.
Note: This information may be included in the form of a table.
E. Plan to Evaluate your Project: (i.e. answer the question: How will I measure my
learners' progress towards the goal I have set out for them?)
19
1)
Identify who will take part in the evaluation of results (self, professor,
supervisor, co-workers, citizens).
2)
Identify what kinds of performance outcomes you will evaluate (habits of
punctuality? retention of information? mastery of skills? understanding of
ideas?) Include Farquharson and Moore as references.
Identify the methods and/or instruments that will be used (e.g.
questionnaires, attendance sheets, tests, direct observation, logs, etc.).
Integrate computer skills if possible.
3)
IV. Implementation of the Plan (due Weeks #8-10): Include a lesson plan for each teaching
session, plus an implementation log that includes a full description of each actual teaching
session with the citizens. Follow Moore’s suggestions or use the following format:
A. Each lesson plan must include
1)
The long-term CA goal;
2)
The objective for that lesson;
3)
Specific strategies for that objective, labeled either teacher-centered or
learner-centered. (Again, each strategy should refer to a text from your
literature review and/or from your dimension classes.);
4)
A detailed outline of the lesson;
5)
Materials;
6)
Planned evaluation of your learners' progress (diagnostic, formative, or
summative).
B. Each Implementation log must include
1)
The date of the lesson;
2)
A narrative of what happened;
3)
What might have been done differently;
4)
Plans for the next class.
V. Assessment of Results (due Week #11):
A. Changes in the Plan of Action: Explain any changes you have made.
B. Include an analysis of Objectives and Strategies: List which of your objectives and
strategies were successful and which were not. Explain the successes and the
failures.
Note: This information may be presented in the form of a table.
C. Evaluation:
1)
Analyze the evaluation instruments that you selected in your Plan of
Action.
2)
Report the results achieved.
Note: This information may be presented in the form of an Excel
document.
20
3)
4)
What does the evaluation data say about your performance of this
Constructive Action?
What are the “next steps” for each of your citizens?
D. Discussion
1)
Discuss what you learned about teaching and communication from your
fieldwork this semester.
2)
Discuss the results in terms of empowerment and knowledge you gained
in your dimension classes. What readings have been the most important to
your practice as a teacher? Name authors and discuss specific texts.
Incorporate ideas developed in the final assignments for your other
courses.
3)
What would you do differently if you were able to address this need
again?
4)
What is your advice to future teachers in the field?
21
SUPERVISED FIELDWORK INSTRUCTIONS
FABRICATION OF FIELDWORK
Fabrication – Inventing or falsifying any data, information or records.
All assignments submitted and all assessments taken by a student shall be solely performed by
the student, except where academic protocol indicates that the student may work with others.
Students may not submit work that is plagiarized – representing the work of another as one’s
own – or otherwise violates the academic standards of the College, including but not limited to
cheating, fabrication, obstruction, collusion or violating the copyright laws of the United States
of America.
Students are required to complete at least 14 hours for 14 weeks of fieldwork in order to meet the
2 credit fieldwork requirement. In Purpose 2 fieldwork consists of 1) completing the tasks of
your job description as specified by the field site, and 2) completing a 2-3 hour per week, four
week long project as specified in the constructive action segment of this handbook. The project
may be completed during regular internship hours; it’s documentation for the constructive action
document needs to be completed as homework.
Option A:
For those students who are intending to use the internships they found in Purpose 1 or who are
carrying out their fieldwork at their place of employment (which has been approved by the
instructor), please follow these steps:
1. Verify that the supervisor will be willing to oversee your fieldwork for a period of 14
weeks. You will be doing fieldwork at the organization for at least 14 hours per week for
14 weeks.
2. Submit a copy of the Supervised Fieldwork Acceptance Form, (Form 1) that you
submitted in Purpose 1 to your constructive action instructor.
3. By week 7, your CA instructor should have contacted your supervisor to review your
progress. The Coordinators for Experiential Learning will be conducting random field
site visits throughout the semester. Contact with the supervisor will be done by phone, email or in person.
4. At the end of the semester, make a copy of the Supervisor’s Evaluation, (Form 4).
Submit the original to the supervisor and keep the copy for yourself.
5.
Read the NOTE that follows Option B.
Option B:
For those students whom through unforeseen circumstances, need to find an internship other than
the one found in Purpose 1.
22
1. Contact Career Services to find leads to an appropriate internship site. The Office of
Career Services provides plenty of resources to assist you in the process.
2. Ask the supervisor of the organization to see if s/he will be willing to supervise your
fieldwork for a period of 14 hours per week for 14 weeks. If the supervisor is willing to
provide supervision, they will sign the Supervised Fieldwork Acceptance Form (Form 1).
3. Complete the Fieldwork Agency Agreement Form (Form 2) and the Organizational
Profile (Form 3) in consultation with the supervisor.
4. Make copies of the Supervised Fieldwork Acceptance Form (Form 1) and submit original
form to your CA Instructor by week 2.
5. Follow steps 3-5 of Option A.
Note:
A.
Please ensure that all documents are completely filled out with your name,
Purpose, site, supervisor’s name, and instructor’s name.
B.
From Purposes 2 through 8, the four documents students must submit are:
1.
2.
3.
4.
Supervised Fieldwork Acceptance Form (Form 1)
Fieldwork Agency Agreement Form (Form 2)*
Organizational Profile (Form 3)*
Supervisor’s Evaluation of Student Performance (Form 4)
*Only one version of Form 2 and Form 3 is necessary per fieldwork site. You may contact the
Coordinators for Experiential Learning to determine your fieldwork site’s status with MCNY.
Documents will be disseminated in your CA class (please note that your CA instructor can opt
to have you obtain your fieldwork documents from the MCNY Website –
www.metropolitan.edu). Students must, in collaboration with their Supervisors, fill out each
form and submit the originals to their CA Instructor and retain a copy for their personal records
by week 2. CA Instructors will return original forms to CELS by week 2. Students beginning
class after week 2 are responsible for submitting fieldwork forms to CA Instructor shortly
thereafter. Students will no longer submit or receive forms from the Office of Career Services.
Students should ensure that these documents are submitted every semester from Purpose 1 –
Purpose 8.
Failing to submit proper documentation each semester may affect students’
academic standing.
To find job leads or additional resources, you may consult the Office of Career Services at 75
Varick Street, 12th floor, Room 1240. You may phone 212-343-1234 Ext. 2447 or you may also
email [email protected].
23
THE VALUES AND ETHICS DIMENSION
Developmental and Comparative Study of Educational Philosophies
Overview
In the Values and Ethics Dimension course you focus on how values impact on teaching
and learning. Through studying historical and contemporary debates about the contents and
methods of education, you gain an awareness of the different educational values held by
individuals, groups, agencies, systems, societies, and cultures. The aim of the course is to
stimulate you to become more aware of your own educational values, to broaden your
understanding of others’ values, and to reflect on that understanding in your practice as a teacher
and a learner
Objectives of the Course
To fulfill the requirements of this course, you are expected to
a. gain a basic knowledge of educational values selected from contemporary issues and
from the history of educational thought;
b. demonstrate critical thinking skills and an understanding of opposing points of view
through textual analysis, written commentary, class discussions and debates;
c. relate the reading assignments to your own fieldwork;
d. identify value issues that arise during your Constructive Action and describe how to
address them.
Assessment
The following areas of student work contribute to the final grade in accordance with proportions
assigned by the instructor:
attendance;
weekly assignments;
midterm assessment;
final assessment.
24
Required Readings
Noll, J. W. (2005). Taking Sides: Clashing Views on Controversial Educational Issues. 15th ed.
Guilford: Dushkin/McGraw-Hill.
A photocopied Custom Course Packet consisting of selections from the following readings:
1. Plato’s Meno.
2. John Locke’s An Essay Concerning Human Understanding.
3. Jean-.Jacques Rousseau’s Emile or On Education.
4. Horace Mann’s “Twelfth Annual Report.”
5. Booker T. Washington’s “Atlanta Exposition Address”
6. W.E. B. DuBois’ “My Early Relations with Booker T. Washington.”
7. John Dewey’s “My Pedagogic Creed.”
8. Paolo Freire, Pedagogy of the Oppressed.
Class Sessions
1
Introduction to the Course.
Overview of objectives, requirements and assignments. Discussion of values and ethical
codes at the field placement through an analysis of the values embedded in your
education at the College. In-class values clarification exercise on your beliefs about
teaching and learning. This exercise should be integrated into the Purpose section of the
Constructive Action.
2
Discussion of Assignments.
Assignment Due: A written analysis of values and ethical codes you have identified in
the educational functions of your field placement. This assignment should be integrated
into the agency analysis section of your Constructive Action document.
3
How have historical ideas helped shape educational values? Consideration of Plato’s and
Locke’s contributions. A comparison of the epistemological assumptions embedded in
each text.
Assignment Due:
Read selections from Plato’s Meno and Locke’s Essay concerning
Human Understanding in the course packet. This assignment should be incorporated into
your rationale for the plan of action of your Constructive Action document.
4
Historical approaches, continued: Rousseau.
What are the underlying moral purposes of Rousseau’s concept of “natural” education?
How do Rousseau’s educational values relate to the social and political context he was
writing in? Do his educational values have relevance to urban education in the 21st
century?
25
Assignment Due:
Read the selections from Rousseau’s Emile in the course packet or
the abridgement of the text that is on line at
www.ilt.columbia.edu/ilt/projects/emile/emile.html
5
Historical approaches continued: Horace Mann.
What were the underlying purposes of Mann’s proposals for universal, compulsory, and
free education for all American children? Do you share Mann’s educational values?
Have Mann’s dreams been realized? If not, why not?
Assignment Due:
packet.
6
Read Horace Mann’s “Twelfth Annual Report” in the course
Historical controversies: values in conflict—the Washington-DuBois Debate. Given the
historical context of the Washington/DuBois debate, what are the strengths and
weaknesses of each educator’s arguments? Which man’s insights are the most relevant to
the education of African-Americans today?
Read selections from Booker T. Washington’s “Atlanta Exposition
Assignment Due:
Address” and from W.E.B. DuBois’ “My Early Relations with Booker T. Washington” in
the course packet. This assignment should be incorporated into the rationale for your plan
of action.
7
MIDTERM EXAM
8
Comparative Methods: Dewey and Cohen.
How do Dewey’s pedagogical methods compare with those of Audrey Cohen? What are
your own assessments of student-centered experiential learning?
Assignment Due:
9
Read John Dewey’s “My Pedagogic Creed” in the course packet.
What kinds of Value-Based Concerns Are Informing the Educational Processes of Other
Countries? What weight do other countries’ educational systems give to values such as
individualism, collectivism, freedom, social order, multiculturalism -- or the values of a
specific class, religion, gender, or ethnic group?
Assignment Due:
A five-minute talk on the educational values of a foreign country.
Your talk should be based on the educational system you selected for your Systems
Dimension assignment in week three.
10
The Debate on the core curriculum and introduction to multiculturalism.
What is the canon? What social, educational and individual values does it foster? How is
it constructed? How does it relate to contemporary social and political values, such as
identity politics and political participation? On what grounds is it contested? On what
grounds is it defended? How is this debate related to the debate on national standards in
public school reform?
26
Assignment Due:
Curriculum?”
11
Read Noll, Issue 7, “Should Multiculturalism Permeate the
The Debate on Multiculturalism: What are multicultural values? What are the individual,
educational, and social implications of adopting these values? To what extent are
multicultural values with regard to teaching and learning applied at your field placement?
Assignment Due:
Abandoned?”
Read Noll, Issue 16, “Should Bilingual Education Programs be
12-13 Multiculturalism and Bilingualism: the debate continued.
Assignment Due:
Prepare for an in-class debate on Multiculturalism and/or Bilingual
education – Pro or Con?
Other Controversial Issues in the Schools: Which Side are Your On?
Assignment Due: Read a free-choice chapter in Noll.
Values and the application of technology to the classroom.
Assignment Due:
Better Schools?”
14
Read Noll, Issue 19, “Should Technology Lead the Quest for
FINAL EXAM
Recommended Readings
Atlas, J. A. (1993). Battle of the books. New York: W.W. Norton.
Darder, A. (1997). Latinos and education: A Critical Reader. New York: Routledge.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The
New York Press.
Froman, C. (1997). Language and power. Atlantic Highlands: Humanities Press.
Gutek, G.L. (2001). Historical and philosophical foundations of education: Selected readings.
Upper Saddle River, NJ: Marrill/Prentiss Hall.
27
Gates, Jr., H. L. (1992). Loose canons: Notes on the culture wars. New York: Oxford University
Press.
Palmer, J.A. (2003) Fifty major thinkers on education from Confucius to Dewey. London:
Routledge.
Schlesinger, A., Jr. (1992) The Disuniting of America: Reflections on a multicultural society.
New York: Norton.
Abilities checklist: By the end of the semester you will demonstrate that you can:
a. Clarify own values in relation to the Purpose.
Describe your values as they relate to teaching and communication
b. Describe individual and group values in past and present.
Describe the values of people in your organization, the community, and society at
large toward teaching and communication, providing a historical context.
c. Identify value issues as they arise.
Identify value issues that arise during your Constructive Action. Describe how you
address them.
d. Use ethical reasoning.
Use ethical reasoning to identify and resolve dilemmas that you face as you teach.
e. Act on ethical principles.
Use ethics to guide your actions.
f. Respect capacity of others to make the world better.
Encourage others to participate in teaching and communication
28
THE SELF AND OTHERS DIMENSION
Overview
In Purpose IV, Teaching and Communication, the Self and Others course focuses on an
examination of teaching in relation to the experience of learning and to communication
generally.
First, learning itself will be studied from a variety of theoretical viewpoints including
phenomenological, behaviorist and cognitive processing. Learning will also be studied in
relation to educational objectives, educational assessment, and interferences with the learning
process. In Purpose IV, "empowerment" is defined in terms of learning a specific content.
Second, teaching will be viewed as a set of functionally interrelated activities designed to
facilitate the learning process. Strategies of teaching will be related to specific educational
objectives.
Finally, in Purpose IV, every encounter with a new situation or every communication with another
person will be regarded as a potential teaching/learning situation. Teaching people to take charge
of their own lives is offered as an aim of every teaching relationship; it stands behind every human
interaction, whether or not it is formally defined in terms of teaching. Consequently, every
opportunity for dialogue can become an opportunity for empowerment of self and others.
Course Goals
By the end of the semester, students are expected to:
a.
Assess your own experiences, capabilities, and interests as they relate to the role of a
teacher.
b.
Compare and contrast the views expressed about education in different learning
theories.
c.
Establish and maintain effective relationships with others as needed to achieve a
defined Purpose.
d.
Communicate effectively with others through reading, writing, listening, and
speaking.
e.
Support the ability of others to learn, teach and communicate effectively.
29
Assessment
The following areas of student work contribute to the final grade in accordance with proportions
assigned by the instructor:
a) attendance
b) class participation in relation to the Constructive Action
c) midterm assessment
d) final assessment
Required readings (* indicates a classic source)
Myers, D.G. (2005). Exploring psychology. (7th Edition) New York: Worth Press.
Wadsworth, B.J. (1996). Piaget’s theory of cognitive and affective development: Foundations
of constructivism. (5th Ed.) White Plains, NY: Longmans.
Recommended readings - (Instructor may require some of these for class)
*Arieti, S. (1976). Creativity: The magic synthesis. New York: Basic Books.
Baron, J. (1994). Thinking and deciding. (2nd ed.) Cambridge, UK: Cambridge University
Press.
Clark, K.B. (1986). Prejudice and your child. Wesleyan University Press.
Flanagan, J. (1997). Quest for self-knowledge. Toronto: University of Toronto Press.
Furth, H.G. & Wachs, H. (1975). Thinking goes to school: Piaget's theory in practice. New
York: Oxford University Press.
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic
Books.
*Guilford, J.P. (1968). Intelligence has three facets. Science. 160, 615-620.
Guilford, J.P. (1986). Creative talents. Bearly, Ltd.
Jordan, T.J., Grallo, R., Deutsch, M. & Deutsch, C.P. (1985). Long-term effects of early
30
enrichment: A 20-year study of persistence and change. American Journal of Community
Psychology: 13(4), 393-415.
Recommended Readings (cont.)
*Lonergan, B.J. (1958). Insight: A study of human understanding. London: Longmans Green.
Mwamwenda, T.M. (1995) Educational psychology: An African Perspective. (2nd Ed.) Durban:
Heinemann Publishers.
*Skinner, B.F. (1968). The technology of teaching. New York: Appleton-Century-Crofts.
Sternberg, R.J. (1990). Metaphors of mind: Conceptions on the nature of intelligence.
Sternberg, R.J. & Davidson, J.E. (1995). The nature of insight. Cambridge, MA: MIT Press.
Tekippe, T. (1996). What is Lonergan up to in “Insight”?: A primer. Collegeville, MN:
Liturgical Press.
Selected Websites:
1) New Books:
a) www.Amazon.com
b) www.Barnes&Noble.com
2) Used & Out-of-print Books: www.addall.com
3) Theory of “General Intelligence”: www.sciencenews.org (search “General Intelligence”)
4) Theory of Cognitional Structure: www.concentric.net
5) Theory of Structure of Intellect: www.soisystems.com & www.tip.psychology.org
6) Piaget’s Theory of Intellectual Development: www.piaget.org
7) Plato: www.perseus.com
31
Class sessions
1
Introduction to Learning and Teaching
a)
b)
c)
d)
2
Learning and Teaching in Education
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
Reading:
3
Reading:
Myers, D.G. (2002) chapters 7 & 8
Binet's practical problem
Spearman: theorist of general intelligence
Implications for educational activities related to the Constructive
Action
Myers, D.G. (2002) chapter 9; Plato, Meno.
Diversity in Intelligence (I): Current theories
a)
b)
c)
Reading:
7
Learning as an acquisition of knowledge
Learning as change in behavior
Learning and cognitive processes
Learning and achievement
Achievement, ability, and aptitudes
Objectives in education
Assessment in education
Educational psychology
Role of theories in educational psychology
Communication in general
The theory of general intelligence
a)
b)
c)
4-6
Definition of education
Factors affecting "education": learning and teaching
Authentic/inauthentic learning and teaching
Objectives in learning and teaching.
Selected cognitive processes
Ranges of content and products
Implications for educational activities related to the Constructive
Action
Selected Readings
Diversity in Intelligence (II): Structure of Intellect
32
a)
b)
c)
d)
e)
f)
Reading:
Processes
Contents
Products
Definition of "aptitude"
Merrifield's modification of SI theory
Implications for educational activities related to the Constructive
Action
Guilford, J.P. (1968) Intelligence has three facets. Science, 160,
615-620
8
MIDTERM ASSESSMENT
9-10
Development of Intelligence: Piaget
a)
b)
c)
Reading:
Stages of intellectual development
Learning readiness and transition between stages
Implications for educational activities related to the Constructive
Action
Myers, D.G. (2002) chapter 4
Wadsworth, B.J. (1996) (selections)
11
Piaget: Developments and Criticisms
a)
Moral development
b)
Testing a general theory (the problem with stages)
c)
Testing a general theory (cross-cultural generalization)
Reading:
Wadsworth, B.J. (1996) (selections)
12-13 Special topics
a)
b)
c)
Learning empathy
Barriers to learning
Learning in a democratic republic
FINAL ASSESSMENT
14
Course review.
Applications of key topics in Educational Psychology to Purpose 5.
33
AMERICAN GOVERNMENT
GOV CC 150
COURSE DESCRIPTION:
This course focuses on the analysis of current political systems in the US and how they affect
business decision-making at the local, national, and international levels. It explores the structure
and dynamics of American national government, providing a broad-based introduction to the
ideas and institutions that shape politics in the contemporary United States.
COURSE OBJECTIVES:
At the end of this course, the student should be able to demonstrate the ability to:
• Describe the historical and theoretical foundations of the American system of governing and
how these relate to the contemporary social, economic and business environment;
• Describe decision-making processes in the American government and how these relate to a
social and business environment;
• Explain the structure of the three main branches of government and the policymakers who
function in these structures;
• Describe the political systems and the components of local and state governments.
RELEVANCE TO CONSTRUCTIVE ACTION
This course familiarizes the students with the structure of the American Government, its
functioning and the policy making process. It further focuses on the government and its policies
on business decision- making at local, national and international levels as these affect both the
individual and the others in the business world.
34
Common Curriculum Courses:
All common curriculum courses at MCNY will be delivered
in a 2 + 1 hybrid format.
For a 3-credit class:
•
2 credits will be delivered in a traditional onsite
classroom for 1 hour and 40 minutes (100 minutes)
•
1 credit will be taught via Moodle.
Note: Each week's required online activity (or activities)
will be equivalent to 50 minutes of in-class learning time.
It is separate and distinct from any homework you may
receive in this course. Please follow the course dates to
see which activity corresponds with each week.
REQUIRED TEXT:
Wilson, James Q., American Government (Brief Version) 10th Edition, Houghton Mifflin
Company, 2008.
*Additional materials will be assigned throughout the semester and made available to students.
35
Course Grading:
ALL DISCUSSION FORUM RESPONSES ARE DUE THE FOLLOWING SUNDAY AFTER
CLASS AT 11:59 PM. Please note that responses to your classmates Discussion Forum
responses are due two days later on Tuesday at 11:59 PM. (So for example, Week 1
Discussion Forum response is due by Sunday, January 10 at 11:59 pm and the responses to
your classmates are due by Tuesday, January 12 at 11:59pm.)
ASSIGNMENT (S)
% OF GRADING
Class Participation &
Attendance
20%
Current Event Articles (2)
10%
Discussion Forums
30%
Research Paper
20%
Final Exam
20%
TOTAL
100%
*Incomplete grades will only be given in cases of documented emergencies and only to a
student if they have been regularly attending, performing well in the class and have
submitted all other outstanding work.
Grading Methodology:
Class Participation & Attendance (20%) Class participation, attendance and assigned
readings are critical to success in this class. The student is not only expected to complete the
required assignments, but also to participate in meaningful discussion forums on Moodle and in
class discussions. Students are required to do the Chapter reading PRIOR to class discussion
and forum sessions to prepare for participation in these discussions. An atmosphere of respect,
tolerance and decorum will be maintained in all discussions, in class and online.
Current Event Article (10%) You will be assigned two separate dates (for two separate
and different news articles), in which you will bring in a current event article to present to the
class. This will be an informal presentation. You will spend no more than 5 minutes giving a
36
quick synopsis of the article and reflecting on its relevance to anything we have discussed in
class or you have read in your text book. Articles MUST BE relevant to class topics:
Government, Politics, Supreme Court decisions, lobby groups, etcetera. You will not be given
credit for merely bringing in any article you find. Your grade will depend on how well you
critically assess the current event and connect its relevance to class content.
Discussion Forum (30%) The Discussion Forum is an asynchronous (non-live)
threaded discussion board where the instructor and the students are able to discuss specific
course topics to allow interaction, exchange of opinions, and sharing of knowledge. A topic will
be posted on weekly basics that draw from the readings, lectures, assignments, and general
world news. Students are expected to respond to the posting as well as to their classmates.
Students can also ask questions in relation to the topic being discussed. Students are required
to submit their weekly Discussion Forum responses by (check date and time on Moodle) and
respond to other student threads by (check date and time on Moodle).
When due, make sure to read at least one entry from two of your peers and comment on them
accordingly. Comments can be short (minimum of 50 words), but should be thoughtful. If you
agree or disagree, give a good reason why. There is no max. Your answers can be as long as
necessary.
Research Paper (20%) The Research Paper is an analysis of the assigned topic
supported by academic research. The Research Paper topic is annexed hereto.
Final Exam (20%) A final exam will be taken "On-line" as a timed open book exam (at
the student’s home) covering the required text, homework and class discussion forums as
scheduled. Exams will be short answer and essay, and may include some multiple choice.
Submission of a late forum assignments will result in the deduction of one full letter
grade if it is not submitted as indicated on the syllabus, barring definitive emergency
medical documentation. NOTE: ABSOLUTELY NOTHING WILL BE ACCEPTED AFTER
THE LAST DAY OF CLASS. REGARDLESS OF REASONS FOR NOT TURNING IN AN
ASSIGNMENT. Computer crashes are not acceptable excuses for extensions or to
excuse late submissions.
LATE FINAL EXAMS OR RESEARCH PAPERS WILL NOT BE ACCPETED.
Grading Policy
A
AB+
B
BC+
C
CD+
D
F
FWD
FNS
95-100%
90-94%
87-89%
83-86%
80-82%
77-79%
73-76%
70-72%
65-69%
60-64%
Below 60%
Exceeded 5 absences
Never Showed
37
COURSE POLICIES:
Missed Classes: You are responsible for obtaining material, which may have been distributed
on class days when you were absent. This can be done through contacting a classmate who
was present. Missed quizzes cannot be made up under any circumstances but with good cause
and adequate notice, an early quiz may be given. Only official excuses will be accepted. Any
unexcused missed exam will result in a score of 0 for that exam.
Further, 5 or more absences will result in automatic failure of the course. If absences are
excused, the instructor will determine what can be made up and new deadlines will be issued.
Assignments: All assignments are due at the beginning of class on the date due. Late
submission of assignments will be assessed a penalty of 5 percentage points (of total
assignment value) per day. No exceptions are made.
Academic Dishonesty: Plagiarism and cheating are serious offenses and may be punished by
failure on exam, paper or project; failure in course; and or expulsion from the University. For
more information, refer to the “Academic Dishonesty” policy in the University Catalog.
Need for Assistance: If you have any condition, such as a physical or learning disability, which
will make it difficult for you to carry out the work as I have outlined it, or which will require
academic accommodations, please notify me as soon as possible.
Electronic Devices In The Classroom: Cellular phones, pagers, CD or MP3 players, radios, and
similar devices are prohibited in the classroom facilities. Calculators and computers are
prohibited during examinations and quizzes, unless specified. Laptop computers may be used in
lecture for the purpose of taking notes.
NET - ETIQUETTE GUIDELINES
MCNY has specified the following guidelines for participation in the Threaded Discussion
Area and Chat rooms.
1. Remember that the absence of face-to-face communication it's easy to misunderstand what
is being said;
2. Carefully review and read materials that you receive electronically to ensure that you fully
understand the message;
3. Be sure to carefully re-read and understand what you will be sending in order to ensure that
you are not misunderstood by anyone;
4. Avoid cluttering your messages with excessive emphasis (stars, arrows, exclamations);
5. If you are responding to a message, either include the relevant part of the original message
in your message, or make sure refer to the original's contents so as to avoid confusion;
6. Be specific and clear, especially when asking questions;
7. If your messages can be typed in UPPER and lower case, please use the two appropriately
instead of all UPPERCASE characters. This gives the appearance of shouting and makes
the message less readable;
38
8. Remember that not all readers have English as their native language, so make allowance
for possible misunderstandings and unintended discourtesies;
9. Do not abuse new users of computer networks for their lack of knowledge;
10. Follow the same standards of politeness as you do in any other aspect of your life.
Take the time to think about what you are writing. You can disagree with someone. However,
you are expected to give logical arguments to why you agree or disagree. Give clear strong
arguments that demonstrate your critical thinking skills and communication skills. When you are
addressing another student in Moodle™, you must begin with their first name; this is proper
etiquette. After starting with the student’s first name, respond and comment on their discussion
forum statement. This is to be accomplished in a professional manner.
COMMUNICATION COMPETENCY
You convey a certain image of yourself every time you express yourself-whether it's through the
written or spoken word. As such, successful professionals (students, managers, employees)
must have effective written and oral communication skills. Therefore, communication errors
(such as improper grammar, improper sentence and paragraph structure, misspelling and
incorrect punctuation) are unacceptable in coursework throughout. Faculty members also
consider communication competency when evaluating student performance in addition to
coursework.
STANDARDS OF ACADEMIC CONDUCT AND STUDENT INTEGRITY
The College expects academic honesty from students and instructors. Students have the
obligation both to themselves and to the College to make the appropriate College representative
aware of instances of academic deceit or dishonesty. Generally, this entails making the situation
known to the instructor, and if needed, to the Dean of the student’s school. Likewise, faculty
members are responsible for enforcing the stated academic standards of the College. Instances
of violating academic standards might include, but are not necessarily limited to, the situations
outlined below:
Cheating – Receiving or providing unapproved help in any academic task, test or treatise.
Cheating includes the attempt to use or the actual use of any unauthorized information,
educational material, or learning aid in a test or assignment. Cheating includes multiple
submission of any academic exercise more than once for credit without prior authorization and
approval of the instructor.
Plagiarism – Presenting someone else’s work as though it is your own. In an academic
community the use of words, ideas, or discoveries of another person without explicit, formal
acknowledgement constitutes an act of theft or plagiarism. In order to avoid the charge of
plagiarism, students must engage in standard academic practices such as putting quotation
marks around words that are not their own, employing the appropriate documentation or
citation, and including a formal acknowledgement of the source in the proper format. Each
school of MCNY follows a style manual prescribed in your Purpose Handbook. Students are
responsible for following that style.
In short, when in doubt, reference your source and use quotation marks. Keep in mind,
however, that most of the writing in a paper should be your own. Avoid extensive direct
quotation. Unless the precise wording of the original is crucial to its meaning, paraphrase or
summarize your sources in your own words. Remember, though, even when you paraphrase or
39
summarize a source, you still need to reference it. Students should expect that their exam
responses will be submitted to Turnitin.com for originality analysis.
YOU WILL FAIL THIS COURSE IF ANY FORM OF PLAGIARISM IS FOUND. If you are
unsure, please ask. You can turn in a rough draft of your paper as many times as needed.
I am available to help you proof your paper.
Fabrication – Inventing or falsifying any data, information, or records.
Obstruction – Impeding the ability of another student to perform assigned work.
Collusion – Assisting any of the above situations or performing work that another student
presents as his or her own.
ONLINE AND IN CLASS COURSE SUPPORT
During the course of the semester, there will be two on-site non-mandatory meetings with your
Instructor. THE MEET TIMES WILL BE CALLED “WRITING WORKSHOPS”. You may attend
these meetings to get individual help with the course, consult with me or just have a face to face
interchange with me regarding anything that requires assistance. The dates for these meetings
will be posted.
The first day of class will include a Moodle training overview. Further, students will be supplied
with the “Moodle for Students Using MCNY’s Course Management” manual. The manual will
also be available in Moodle as a reference. Moreover, the instructor will also be available in
class or via email for any questions or concerns regarding Moodle. The instructor will be the
first point of contact for any issues that arise with Moodle. Area’s to cover on day 1 include, but
is not limited to: Technical Requirements and Expectations, Accessing the Moodle system,
Maneuvering in Moodle, and Directions for common tasks.
Also, please note that the Academic Learning Center is also available to you for academic help.
The center is located on the 11 floor.
Required Software
In addition to the required text, in order to properly participate in this online course, students
must have access to Microsoft Word, PowerPoint and Excel software (either 2007 or one of
the versions from 97-2003). You will also need to acquire the following software which is
available on the Internet for free:
Java™ software-if you don’t have the software, you will see a window open up asking you to
install it when necessary.
RealPlayer™ or other media player software-if you don’t have this software, you can download
RealPlayer for free from the real.com website.
Adobe Acrobat™- You may be required to download or update your software to the latest
version.
Microsoft Word must be used to complete all written assignments.
40
Tips about grading criteria for all Discussion Forum responses, Research Paper, and
Final Exam
Pretend you are an expert on American Government when writing your Research Paper,
Discussion Forum or Exam responses. You will be graded on how critically you can think about
and apply facts to support your reasoning. So it would be appropriate to:
•
Use facts learned in class, from your textbook, and other research material to
thoughtfully explain how and why current government events are unfolding.
•
Personal stories can be used as examples but should not be the focus. Do not take
personal experience and then generalize. Focus less on opinion and more on trends or
facts.
Use critical thinking skills when writing. Implement strong, logical arguments, not weak
justifications.
41
NOTICE-Syllabus is a Contract
The student is responsible to know information in the syllabus and to ask questions about the
syllabus. The student is responsible to know college policies as outlined in the MCNY student
handbook.
All provisions in this syllabus are subject to revision by the professor. Such revisions, if
any, will be placed in the News Forum section. The student is responsible for making note of all
such announcements concerning syllabus revisions and assignments. Please check the News
Forum for announcements and your e-mails on a regular basis for information. The
detailed syllabus is a contract between you, the student, and me, the faculty member. If you
have any questions about this syllabus, please discuss it with me.
If there are any errors on any assignments and/or Discussion Forum responses or exams,
please e-mail an explanation as soon as possible. Do not wait for the last minute. Do not wait
for the week before the final to discuss an issue that occurred in weeks prior.
If you have concerns/problems/complaints with regards to this course, please see me. I am here
to listen to you and take your concerns into consideration.
ACADEMIC ADJUSTMENT FOR STUDENTS WITH DISABILITIES
MCNY is committed to complying by making reasonable accommodations in its academic
programs, thus insuring maximum participation by all students with disabilities. Reasonable
accommodations and academic assistance are provided to MCNY students with disabilities
registered with the Office of Student Services. Students with disabilities must complete a
Request for Academic Adjustment Application Form available from the Student Services Office.
Documentation of disability from a qualified medical or other licensed practitioner is required at
this time. Specific guidelines for disability documentation are available from the Student
Services Office.
Accommodations are individually determined according to documented need.
Some more typical accommodations include:
• Test accommodations. This may include lengthening the time required to take an exam or
providing a private room for testing
• Tutorial services. A specific plan is developed for each student
• Referrals, where appropriate and possible
Email Procedures
• Please have the course name written in the subject line for all emails sent to the instructor.
• Be sure to include your full name within the content in the email.
• I will do my best to respond to your emails within 24-48 hours.
• If it is an emergency, PLEASE CALL YOUR INSTRUCTOR. Do not wait for an email
response. If I do not answer, I will call you back as soon as possible. Please leave a
message with a phone number to reach you.
42
CLASS DATES AND ASSIGNMENT SCHEDULE:
Week
1
Topic (On-Site) & Learning Objectives
Reading
Chapters
Introduce Yourself and answer forum
question: 1: Why do you think the subject
of American Government is important and
relative to the subject of business?
MOODLE Overview – in class
Introduction to the Course materials and
requirements; Overview and Moodle
training
2
What should we know about American
Government:
1. We will differentiate between
“representative” and “direct” democracy.
1
1) (Video) The narrator in the video asserts
that the essential role of politics is "addressing the
will of the people". If this is the case, which of the
two form of democracies does this effectively? Or
do both have their own respective shortcomings?
3. We will define and summarize the major
constitutional components, political processes, and
strengths and weaknesses of presidential and
parliamentary democratic systems.
2) (Chapter) How democratic is the United States?
For example, clear majorities of people in the
United States favor allowing prayer in the public
schools and favor handgun control. Yet the
Supreme Court has ruled that prayer in the public
schools is a violation of the Constitution, and
Congress has not yet passed comprehensive
handgun regulations. Similar circumstances prevail
in regard to many other policy areas. Is this
evidence that the United States is not a
democracy?
4. Explain how the distinctiveness of democracy in
the United States is a product of two closely related
factors: the Constitution and the citizenry’s opinions
and values.
The Constitution:
1 . The notion of “higher law,” by which the
colonists felt they were entitled to certain
“natural rights” and list these rights, will be
explained.
2 . We will compare the basis on which the colonists
Review Syllabus.
Watch video: “Citizenship and making
Government Work” and read Ch 1.
Answer Corresponding questions in the
forum regarding democracy in the United
States:
2. Will cover why the U.S. government, although
familiar to its own citizens, is significantly different
from other democratic political systems in terms of
both politics and policy outcomes.
3
Moodle Forum Assignments & Notes:
2
*Date Assignments for Current Event
Articles will be distributed on this day.
Watch video and read Ch 2.
Answer Corresponding questions in the
forum:
1) (Video) What are the main differences
43
between both models, as laid out by the
Jeffersonian-Madisonian debate?
felt a government could be legitimate.
3 . We will list and discuss the shortcomings of
government under the Articles of Confederation.
2) (Chapter) Why make the legislative
branch the most powerful in order to
protect liberty? Are there good reasons
why someone concerned with liberty
would distrust a strong executive or a
powerful judiciary?
4 . Compare and contrast the Virginia and New Jersey
plans and show how they led to the Great
Compromise.
5 . Explain why separation of powers and federalism
became key parts of the Constitution.
6 . Explain why a bill of rights was not initially
included in the Constitution and why it was added.
7 . List and explain the two major types of
constitutional reform advocated today, along with
specific reform measures.
4
Federalism:
1. Explore the difference between
confederal, federal, and unitary systems of
government, and give examples of each.
2. Be able to explain why competing political
interests at the Constitutional Convention
led to the adoption of a federal system that
was not clearly defined.
3. Outline the ways in which national and
state powers were interpreted by the
courts, and explain why the doctrine of
“dual federalism,” once extinct, may now be
reemerging.
4. Will give the reasons why federal grantsin-aid to the states have been politically
popular, and identify the pitfalls of such
grants.
5. Distinguish between categorical grants,
block grants, and general revenue sharing.
6. Distinguish between mandates and
conditions of aid with respect to federal
grant programs to states and localities.
5
Watch video and read Ch 5.
Answer Corresponding questions in the
forum:
1) (Video) Federalism was a
Constitutional compromise between
groups that disagreed as to where power
of government should reside (State or
National). Describe how the decision was
reached and what each group had to give
up in order to reach the compromise .
2) (Chapter) Following the September 11
attacks, airport security throughout the
United States was “federalized.” It had
been managed previously by cooperative
agreements among the airline industry,
local governments, and state
governments. Why do you believe this
change was made? What does this
suggest about the sovereign power that
the people attribute to the local, state,
and national governments? Does popular
opinion seem to agree with the recent
holdings of the Supreme Court, which
reintroduce a measure of dual
federalism?
7. Discuss whether—or to what extent—
44
5
federal grants to the states have succeeded
in creating uniform national policies
comparable with those of centralized
governments.
Congress:
1. Explain the differences between Congress
and Parliament.
9
Answer Corresponding questions in the
forum:
2. Describe the role that the Framers
expected Congress to play.
1) Consider the following features of Congress
(including some that no longer apply), and discuss
the policy implications of each. Does they (a) lead
to more or less logical and coherent policies? (b)
lead to more or less representation of various local
and parochial interests? (c) make it easier or
harder to pass legislation?
• Party voting in Congress
• A powerful Speaker of the House
• A highly specialized committee structure
• Committee reforms that have taken power away
from chairs
• Caucuses
• Open committee meetings
• Large staffs, including those of congressional
members, committees, and staff agencies
• Powerful support for the president in Congress
• The filibuster
• The closed rule
3. Describe the characteristics of members
of Congress.
4. Describe the process for electing
members of Congress.
5. Identify the function that party affiliation
plays in the organization of Congress.
6. Explain the impact of committee reform
on the organization of Congress.
7. Describe the process by which a bill
becomes a law, identifying any differences
in House and Senate procedures.
6
8. Explain the ethical problems confronting
Congress.
The Presidency:
1. Contrast the power of a president and a
prime minister.
2. Describe the concerns of the Founders
regarding a strong executive.
3. Describe the role of the electoral college
in the presidential election.
4. Describe the organization of the
presidency, especially the White House
staff.
Watch video and read Ch 9.
10
Read Case Study: America, The Lost
Leader, and Ch 10.
Answer Corresponding questions in the
forum:
1) (Video and Case Study) How has the presidency
role changed since it's inception to today? How
has the public's perception of the presidency
changed?
2) If the expansion of presidential power has
occurred because of political events and has been
fostered by public opinion, under what
circumstances might presidential power begin to
be limited? Will the historical trend in favor of
expanding presidential power be reversed?
45
(Consider the changes in legislative-executive
relations that have resulted from such events as
Watergate, the 1994 and 2010 elections and the
Republican legislative majorities v. the 2006 and
2008 elections and the Democratic legislative
majorities and September 11 and the war against
terrorism.)
5. Discuss the challenges that presidents
face in exercising the power to persuade.
6. Describe the factors that affect the
president’s success in lobbying Congress.
7. Describe the role of the vice president
and the problems associated with
presidential succession.
7
8. Discuss presidential effectiveness in
dealing with foreign and economic policy
The Bureaucracy:
1. Discuss why and how the bureaucracy
plays a key role in policy making.
11
Answer Corresponding questions in the
forum:
2. Provide a historical overview of the
growth of the executive branch bureaucracy
in the United States.
1) (Chapter) The text says that red tape is partly a
consequence of "bigness" but more typically a
result of legal and political requirements. Is this a
sufficient explanation? Is there more red tape in
government than these two factors can explain?
3. Describe the characteristics of today’s
executive branch bureaucracy.
8
Read Case Study: (Op-ed) The Case For
Bureaucracy and read Ch 11.
4. Describe the types of checks imposed on
executive branch bureaucracies. Explain the
kinds of alliances forged by these actors.
2) (Chapter and Article) Why would bureaucrats
become more concerned that elaborate
procedures are followed, as opposed to achieving
certain substantive outcomes? What political
relationships cause this result?
5. Describe the external constraints on the
agencies.
3) (Chapter and Article) Can efforts to reinvent
government solve the problems associated with
bureaucracies? Why or why not?
6. Define the five major bureaucratic
“pathologies,” and explain why they are so
difficult to abolish.
4) (Article) What opinions stand out to you, in
which you agree or disagree? Explain your answer
and use supporting evidence.
The Judiciary:
1. Discuss the meaning and character of
judicial power. Explain the significance of
Marbury v. Madison and McCulloch v.
Maryland.
2. Summarize the three historical eras in the
evolution of the federal courts.
3. Describe the partisan influences on
12
Read Case Study: Understanding Federal
and State Courts Case Study and read Ch
12.
Answer Corresponding questions in the
forum:
1) (Chapter) There is much debate in our country
about activist judges and strict constructionist
judges. Do you believe that judges should be
limited to interpreting what the Constitution and
46
federal laws say?
federal judicial nominations and
confirmations.
2) (Chapter) Why should federal courts be able to
declare an act of Congress unconstitutional?
4. Describe how federalism affects the
jurisdiction of federal and state courts.
3) (Case Study) There are various levels and types
of judicial courts. In the case Sitz v. Michigan
Department of Police, two levels of government
and court systems interact to come to a final
verdict. What was the final verdict and how did it
reach that conclusion? (Explain the process.)
5. Discuss the ways in which cases reach the
Supreme Court.
6. Describe the obstacles (including the
financial obstacles) to effecting policy
change through litigation in federal courts.
7. Explain how political scientists classify
justices as activists or strict constructionists,
liberals or conservatives, and why they do
so.
8. List measures of judicial power. Describe
how Congress and public opinion can
restrain the judiciary.
9
9. Develop arguments for and against an
activist Supreme Court.
Public Opinion & the Media:
6
1. Explain how public policy is mainly the result of the
constitutional system, explaining how issues enter
into the political agenda.
Answer Corresponding questions in the
forum:
1) (Chapter) Studies show that the issues the public
considers important are substantially the same
issues featured by the media. Does this prove that
the media set the agenda? What other
interpretation of this piece of information is
possible?
2. Discuss the major actors and policy decisions to be
made about economic policy.
3. Explain how foreign and military public policy is
affected by the constitutional system, public opinion,
and policy leaders.
4. Discuss the changes that have resulted from an
international order that is unipolar and is aware of
the importance of terrorist activities.
2) (Chapter) What are some recent examples of the
media’s role as watchdog? As gatekeeper? As
agenda setting? Is the watchdog function ever
exercised in a biased way? How?
5. Identify and explain the different kinds of
coalitions that emerge around different domestic,
foreign- and military-policy issues.
10
Political Parties & Interest Groups
Watch video and read Ch 6.
3) (Video) Do you agree with the video presenters
assessment that with the expansion of technology
we are more influenced by the media than ever
before? If so, what are the positive and negative
ramifications?
7
Watch video and read Ch 7.
47
1. Explain how the structure of the federal system
affects the application of the Bill of Rights, describing
how the Supreme Court has used the Fourteenth
Amendment to expand coverage throughout the
federal system. Discuss the due-process clause and
the incorporation doctrine.
Answer Corresponding questions in the
forum:
Directions: Answer each question individually and
number answers accordingly. All answers should
equal at least 300 words in total. (This is a
minimum. It can be more.) Lastly, comment on at
least two peer posts. (If you agree or disagree,
explain why. (Minimum of 50 words each.)
2. Explain the reasons behind the Supreme Court’s
protection of freedom of speech.
3. Compare the free exercise and establishment
clauses and their protections of religious freedom.
1) (Chapter) Providing information is the primary
tactic employed by interest groups. A substantial
portion of the legislation introduced into Congress
is written either entirely or in part by interest
groups. Why would members of Congress
introduce such legislation?
4. Discuss the exclusionary rule, protections against
self-incrimination, and the due-process clause.
5. Summarize the implications for American citizens
resulting from the USA PATRIOT Act.
2) (Chapter) Is the public vulnerable to
exploitation by powerful groups owing to their
monopoly over information?
3) (Video) What are some positive consequences
of having interest groups? Negative?
11
Campaigns and Elections
8
1. Summarize the historic importance of the
Brown decision in 1954 and the 1964 Civil
Rights Act. Contrast the arguments and
policies for equality of opportunity and
equality of results.
Read Case Study: How negative
campaigns shrink electorate, manipulate
news media, and Ch 8.
Answer Corresponding questions in the
forum:
1) (Chapter) What could be done to increase voter
turnout?
2. Compare the standards of strict scrutiny
and suspect classification, which is applied
to race, with the reasonableness standard,
which is applied to gender.
2) (Chapter) Would a program of reforms to
increase voting turnout need to focus on the cost
of voting, the benefits, or both? What do current
reform proposals prioritize?
3. Discuss the civil-rights issues associated
with the draft, sexual harassment, and gay
and lesbian rights.
3) (Chapter) Why not simply make voting
compulsory or tie voting to the receipt of
government benefits?
4) (Op-Ed Case Study) Do you agree with the
author's assessment that television has negatively
impacted politics and voters? (Explain your answer
and provide examples to support your opinion.)
12
Civil Liberties / Civil Rights
3&4
*RESEARCH PAPER DUE
Read Case Study: Federal Government
and Racial Discrimination, and read Ch 3
48
& 4.
1. List the sources of our political attitudes,
and indicate which are the most important.
Answer Corresponding questions in the
forum:
2. Explain why there are cross-cutting
cleavages between liberals and
conservatives in the United States. Assess
the significance of race, education, and
gender in explaining political attitudes.
1) (Chapter & Case Study) Why did the Court rule
that the Civil Rights Act of 1875 was
unconstitutional?
4) (Chapter & Case Study) How did this ruling
affect the right of African Americans?
3. Define the term political ideology, and
give reasons why most Americans do not
think ideologically. Summarize the beliefs of
four major ideological groups.
5) (Chapter & Case Study) Do you agree with the
Court's decision or with Justice Harlan's dissent?
Give reasons for your answer.
4. Identify which elite groups have become
liberal, and compare their present attitudes
with their past political preferences. Discuss
the new class as an explanation for changes
in attitudes. Analyze why these changes are
causing strain in the political parties.
5. Explain briefly how polls are conducted
and how to interpret their results.
6. Demonstrate how cable and electronic
media have affected public officials and
candidates for national office.
7. Describe the pressures that influence the
media, and contrast the regulation of
broadcast and print media.
8. Explain why the president receives more
coverage than Congress.
9. Evaluate the impact of the media on
public opinion.
10. Describe how news media professionals
and public officials interact to make the
news.
13
Making Domestic Policy
1. Define the term political party, and
contrast the structure of European and
13
Watch video and read Ch 13.
Answer Corresponding questions in the
forum.
49
American parties, paying particular
attention to party identification and
federalism in the United States.
2. Trace the development of the party
system through its four periods.
3. Describe the structure of a major party,
and distinguish powerful from powerless
party units. Discuss the organizational
priorities of Democrats and Republicans.
4. Discuss how delegate selection rules have
influenced the conduct of presidential
nominating conventions. Discuss the
increasing importance of primaries in
relation to the “boss” system.
1) (Chapter & Video) Most people would agree
that everybody has a right to privacy. However,
that right is not explicitly guaranteed in the
Constitution. As such, many argue that the
Supreme Court overstepped it's authority in
establishing a Constitutional protection for privacy
rights. Do you agree?
2) (Chapter & Video)Are their limits to your
argument, either for or against the
appropriateness of a constitutional right to
privacy?
5. Describe the machine, discuss its
functions, and trace its decline. Contrast its
performance with that of ideological and
reform parties.
6. Offer two explanations for the
persistence of the two-party system. Explain
why minor (or third) parties form and why
they are so rarely successful.
7. Discuss whether there are important
differences between the two major parties.
8. Explain why U.S. society and the
government encourage a multiplicity of
interest groups, especially in comparison
with European democracies.
9. Indicate the historical conditions under
which interest groups are likely to form, and
specify the kinds of organizations Americans
are most likely to join.
10. Describe relations between leaders and
rank-and-file members of interest groups,
showing why leaders may not always act in
accord with members’ beliefs.
11. Describe several lobbying techniques
50
that interest groups use to formulate and
carry out their political objectives.
12. Describe the problems involved with
“revolving door” government employment
and the efforts made to regulate lobbyists.
Making Foreign and Military Policy
Watch video and read Ch 14.
1. Explain why elections in the United States
are both more and less democratic than
those of European democracies.
Answer Corresponding questions in the
forum:
2. Explain how the control of elections has
shifted from states to the federal
government, and discuss the effect of that
shift on African Americans, women, and
youth.
3. Debate whether a decline in voter
turnout has occurred since the late 1800s,
identifying the factors that tend to limit
voter participation.
4. Analyze the differences between the
party-centered campaigns of the nineteenth
century and the candidate-centered ones of
today.
5. Discuss why the party with the most
registered voters doesn’t necessarily win
the election.
6. Define realigning (or critical) elections.
List the realigning elections of the past, and
debate whether realignment is again
underway.
1) (Chapter) Of the four types of politics outlined in
chapter 13, which are exemplified in each of the
following cases?
a. Gay-rights activists convince a city council to
pass an ordinance outlawing discrimination against
homosexuals in jobs and housing.
b. A presidential candidate promises to cut the size
and power of the federal bureaucracy.
c. A civil-rights group sues for a citywide
desegregation program involving busing.
d. A governor creates a commission on the status
of women and appoints several members of the
feminist movement to it.
e. A campaign is mounted to have a nuclear
weapons freeze.
2) (Chapter & Video) Do you believe that one or
another of the four types of politics is more
legitimate than the others?
3) (Chapter & Video) Do you think that some are
more likely to produce unfortunate outcomes?
Which, and why?
7. Describe what the Democratic and
Republican Parties must do to win a
presidential election.
8. Discuss whether elections result in major
public-policy changes in the United States.
9. Discuss the nature and role of campaign
funding. Describe reform efforts, and assess
51
their effectiveness.
10. Discuss the impact of the Tea Party
Movement, and the growing Independent
voter on election outcomes.
14
FINAL EXAM
52
THE SKILLS DIMENSION
Math IV for Human Services:
Using Introductory Statistics for Teaching and Communication
Overview
The Purpose IV Skills Dimension class focuses on introducing you to ways in which statistics
can be used to enhance your teaching and learning. The course will emphasize concepts over
computation and whenever possible will explain topics by relating them to your Constructive
Action goals. The overall aim of the course is to give you a conceptual understanding of statistics
and to develop your statistical reasoning skills.
Objectives
a.
Demonstrate an understanding of correlation and causality.
b.
Apply sampling techniques to a teaching project at your agency.
c.
Develop hypotheses and test them.
d.
Create a Two-Way Table to evaluate data from your Constructive Action.
Assessment
Assessment will be based on the following:
1.
2.
3.
4.
5.
6.
Class attendance and punctuality
Homework
Midterm Exam
Final Exam
Term Assignment
Total
10%
15%
35%
25%
15%
100%
Required Readings
Bennett, J. O., William L. B., & Triola, M. F. (2000). Statistical Reasoning for Everyday Life.
Boston: Addison Wesley.
53
Required Supplies
Supplies needed for the course: Colored pencils, rulers, scientific calculator, index cards, folders,
data storage device, and 8½ by 11 composition notebook.
Class Sessions
1.
Introduction to Course.
Overview of objectives, requirements, and assignments for the course. Discussion of the
use of statistics in the human service field, and in particular the use of statistics in
education. The research design process. Planning. Statistical assumptions and the need
for testing.
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Problems in predicting student achievement based on aggregate statistical data and
individual text scores.
Relationships between institutional expectations and student learning outcomes.
Discussion of Term Assignment: Write a short report on two articles from Teaching
Children Mathematics a journal of the National Council of Teachers of Mathematics
Teachers’ expectations of students. The relationship between teacher
expectation and students' achievement scores. The relationship between student
achievement scores and the expectations of the student. Problems with using student
scores as a prediction for student achievement. Labeling Theory.
Assignment due: Chapter 6, “Probability in Statistics” in Statistical Reasoning for
Everyday Life:
Statistical Significance
Basics of Probability
In the Long Run, What Do You Expect?
Rules for Combining Probabilities
3-4
How variables that impact on learning outcomes are identified? Correlation studies and
their relationship to practice. Educational research studies and causality.
Assignment due: Chapter 7, “Correlation and Causality” in Statistical Reasoning for
Everyday Life:
Seeking Correlation
Interpreting Correlations
Best-Fit Lines and Prediction
The Search for Causality
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5-7
How does sampling relate to educational research? Selecting a population. What are the
problems with using a teaching group as a sample for understanding teaching and
learning at your agency? Midterm Exam will occur during the seventh session.
Assignment due: Chapter 8, “From Samples to Populations” in Statistical Reasoning for
Everyday Life:
Sampling Distributions
Estimating Population Means
Estimating Population Proportions.
8-10
Developing hypotheses about the efficacy of your teaching strategies for selected
populations. Design tests of hypotheses.
Assignment due: Chapter 9, “Hypothesis Testing” in Statistical Reasoning for Everyday
Life:
Fundamentals of Hypothesis Testing
Setting Up Hypothesis Tests
Hypothesis Tests for Population Means
Hypothesis Testing: Further Consideration
Hypothesis Testing: Population Proportions
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Midterm Exam
11-13 Collecting, Presenting and Interpreting evaluation data from the Constructive Action.
Assignment due: Chapter 10, “Relationships in Tables” in Statistical Reasoning for
Everyday Life:
Understanding Two-Way Tables
Hypothesis Testing with Two-Way Tables
Risk, Paradox, and Probability
Using Math in Preparation for Purpose V. Bridges from teaching to counseling.
Problems in applying aggregate data to understanding individuals.
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FINAL EXAM
Abilities Checklist
By the end of the semester you will demonstrate that you are competent to:
Apply appropriate statistical skills;
Solve statistical problems using techniques of sampling and hypothesis testing;
Apply statistical concepts to evaluate the data from your Constructive Action;
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Plan how to apply knowledge gained about teaching and communication to your work as a
human service professional.
Write a summary report of an article from a mathematical journal
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