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School and Society

Course Details

Course Number
EDUC 2013
Section Number
EDUC 2013
Semester
Fall 2016
Location
Ferguson Hall
Classroom Number
202
Days & Times

Fall 2014, FE 202, Monday-Wednesday 1:00-2:20pm

Professor
Dittika Gupta (view Profile)

Course Attachments

Textbooks

Course Objectives

 

Objectives

 

  • Students will be able to explain and give examples of how changes in our country’s political economy and ideology have impacted public schools.
  • Each student will begin to build his/her personal educational philosophy, based on information from Aristotle to contemporary influences.
  • Students will be able to explain and give examples of instructional techniques effective with all learners.
  • Each student will be able to explain and give examples from the Texas Beginning Educator Support System (TxBESS).
  • Students will be able to explain and give examples from the Texas Code of Ethics and Standard Practices for Professional Educators.
  • Students will promote learner centered instruction as preferable to teacher centered instruction.
  • Each student will “sell” the desirability of equity in the classroom.
  • Students will become salespersons for choices and differentiation assignments in the classroom.
  • When presented with current issues, students will encourage an analysis of both sides of the issue.

 

Content:                                    

 

  • This course is an introduction to the teaching profession and the role of the school in a democratic society with an emphasis on educational equity for all students.
  • Specifically students will understand how schools are influenced and developed as a reflection of society while also cultivating and changing that same society.
  • Students will learn how schools respond to federal, state and local expectations of constituents.
  • Students will evaluate the role of school systems in the nation’s place in a global economy in light of federal, state and local objectives/outcomes.
  • Students will gain an understanding of social issues of poverty, inequality in race and gender, and educational discrimination.
  • Students will compare the historical context/rationale of the public educational system in relation to current trends.
  • Students will analyze the role of curriculum, assessment and instructional practice in relation to global, federal, state and local governance expectations.

 

Course Expectations

Conceptual Framework Overview

 

The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:

  • Learner Development - understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implements developmentally appropriate and challenging learning experiences.
  • Learning Differences -understand individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • Learning Environment - work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
  • Content Knowledge - understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
  • Application of Content - understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • Assessment - understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  • Planning for Instruction - plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • Instructional Strategies - understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
  • Professional Learning and Ethical Practice - engage in ongoing professional learning and use evidence to continually evaluate his or her practice, particularly the effects of his or her choices and  actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • Leadership and Collaboration - seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

 

Dispositions

 

  • Students will promote learner centered instruction as preferable to teacher centered instruction.
  • Each student will “sell” the desirability of equity in the classroom.
  • Students will become salespersons for choices and differentiation assignments in the classroom.
  • When presented with current issues, students will encourage an analysis of both sides of the issue.

 

 

Assessment

 

Speech and Language Assessment

 

Teachers have to be very efficient communicators to a wide range of children.  As an additional benefit to our students, our staff in the College of Education includes Cheryl Gilley.  Mrs. Gilley will provide each member of this class with a speech/language assessment.  This assessment will take about 5 minutes, although times may vary slightly individual-by-individual.

 

Should Mrs. Gilley ask you to schedule some appointments for remedial assistance, be sure to take advantage of this service.  Persist and practice until you overcome whatever habits you need to remedy.  Persons with lingering speech or language problems may not be allowed to student teach.

 

Field experience requirements for this course

 

  • This course is designed to prepare students for all Texas certification areas.  Therefore, during this course you will spend at least two hours in an EC-6 classroom, at least two hours in a 7-8 classroom (junior high preferred), and at least two hours in a 9-12 classroom.
  • Individual schools may have different lengths to their class periods. In most schools a class period is about 50 minutes.  Be sure to find out the length of a class period in each of the schools you are assigned for field experience.
  • You must hand in three MSU Teacher Education Field Experience Validation Forms, one for each level of observations (EC-6, 4-8, and 9-12).  The teachers you observed must sign validation forms.  Without all 3 forms turned in, you will receive an incomplete (I) for the course.
  • You will also have three written reports describing your observations.  You will submit these in a word document attachment through D2L.  Follow the grading rubric for field experience reports.
    • Your field experience report should contain positive examples of what you observed in the class.  If you did not see anything positive, go back on other days and repeat the observation until you see positive examples.
  • Part of your field experience will have to be done on your own time.  We are allowed to excuse university classes to help compensate for part of the time necessary for your field experiences.  See the calendar for the specific classes being used for the compensatory adjustments.
  • We generally schedule most field experiences in Wichita Falls schools.
  • We are most grateful to the teachers who allow us into their classrooms.  When leaving the classroom you observed, be sure to thank the teacher.

           

At least 35 clock hours of documented field experience are required before anyone is allowed to begin student teaching.  The documentation is achieved by using the goldenrod half-sheet named Field Experience Validation Form.  Professors often distribute them in class prior to your field experience.  Additional forms can always be obtained in the Dean’s office.  You should have the sheet signed at the time you do your field experience; this helps you avoid making another trip back to the school just for the paperwork. 

 

Many of your education courses will also have a course requirement for field experience.  One hour of classroom observation can count as an hour of field experience for your course and also count as an hour of field experience for the state requirement (if you use the validation form).

 

Field experience that satisfies the state regulation must be with a Texas certified teacher.  Be especially mindful of this provision if you do any field experience in a private school or a charter school, because the state law does not require them to use Texas certified teachers. 

 

Our Midwestern State University Certification Officer, Dr. Blacklock, will be glad to answer any questions regarding certification requirements.  You may also check the Texas Education Agency (TEA) website: http://www.tea.state.tx.us.

 

Grading Standards
  • 93-100 percent        A
  • 92-83 percent          B
  • 82-75 percent          C
  • 74-65 percent          D
  • ≤ 64 percent            F
Submission Format Policy Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.
Plagiarism Policy

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

Safe Zones Statement

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor

All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

Attendance Policy

 

Consistent class participation is essential. Candidates will receive a grade of F on the third absence from the course. After the second absence from the course it is mandatory that a student schedule an appointment with the course instructor to discuss attendance.  Failure to schedule and attend a conference will result in the grade for the course being lowered by one letter.  It is the candidate’s responsibility to make up any missed work.    Being repeatedly late for class will also result in a grade reduction regardless of other marks. Excessive tardiness (determined by the professor) can be defined as an absence and subject to the absentee policy.  Three instances of tardy arrival will be counted as one absence.

 

Any student who misses class (for any reason) remains responsible for contacting other students to obtain class In the event that a class member is absent, for whatever reason, that individual assumes responsibility for contacting the instructor to account for missed work and to turn in work. It is impossible to provide a summary of all that takes place during any given class via email. If a student is going to be absent, they have the responsibility to contact the instructor to turn in assignments and obtain copies of any handouts from the missed class.  Tentative assignment due dates are listed on the course schedule. While the actual due dates may vary due to the flow of the class, all assignment due dates will be finalized and announced in class well in advance of the specific date.    Late work, unless arrangements are made by the student and approved in advance by the instructor, will not be accepted.

Other Policies

Other Class Policies

 

Submitted Work

 

Correct spelling and use of appropriate grammatical skills are expected on each written assignment or project.  Assignments are to be accomplished with the quality expected of an upper division university student.  Most of the assignments/projects will be typed and utilize an appropriate style. Assignments that are handwritten need to be eligible, neat and clean (you may want to re-do the assignment on a clean sheet before submission). Unacceptable work will be returned, un-graded, or lead to reduction in grade.

 

 

Writing Proficiency Requirement

           

To graduate from MSU all students must pass the Writing Proficiency Examination.  Check with the English Department (College of Liberal Arts Hall) for the date of the next test.  You are strongly encouraged to meet this requirement as soon as possible.

 

Attitude toward our classrooms

 

  • When you become a teacher you will take pride in your classroom and expect your students to similarly want to learn in an environment that is clean and neat.

 

  • Here at MSU we will practice professional attitudes toward our classrooms.  Examples are:
    • No food or beverages in Dillard College of Business Administration classrooms or corridors.
    • Make sure the floor looks good; pick up the classroom toward the end of class before you leave the room.
    • Some of our instructional activities will require us to temporarily rearrange the furniture. Make sure the furniture is returned to a neat order toward the end of class before you leave the room.
    • Some of our instructional activities may involve temporarily taping things to the walls.  Make sure the walls are clean before you leave the class.

 

 

Career management

 

MSU students are fortunate to have a very efficient Career Management Center here on campus. It is located in the Clark Student Center, Room 108.  Ms. Ashley McCulloch will join us in class to describe the services of the Career Management Center and distribute materials.

 

Cell phones

 

Cell phones can seriously interrupt instruction.  They are to be silenced (not on vibrate) and stored in your backpack or purse.  If you have a special problem that requires you to use a cell phone, discuss it with me prior to the beginning of class. 

 

Confidentiality

 

In our teacher preparation courses we all learn from open discussion about school issues, problems, and possible solutions.  As we talk in class about school incidents it is vitally important to avoid identifying specific people or schools.  Even if an event happened to you, describe it as, “I heard this occurred in a school somewhere near here…” In written reports, too, do not include the real names of schools or school people; create fictitious names.  If you are in a class and think you may know which school someone might be referring to, keep your guess to yourself.  It is very unethical for you to reveal information from a class discussion.  Everyone at MSU has worked hard for years to nurture good relationships with our local schools.  Do your part to maintain them.

 

WFISD-DRESS CODE

This dress code is based upon that of the Wichita Falls ISD and is similar to the expectations of most area schools.  It should be followed by all MSU students who go to any public school for any MSU-related purpose (site-based classes, field experience, a practicum, tutoring, student teaching, etc.).

 

You represent MSU.  Make us all proud!

 

All school employees are expected to dress appropriately for their area of work so as to project a professional image.  Personal grooming is expected daily for all employees.  Students learn from example, and employees shall set the correct example.

 

Jeans may be worn on “spirit days” or other special days as approved by the principal.  No school wants tight jeans on MSU students.  If an MSU student needs clarification about what is acceptable and/or unacceptable dress in the school, the student should contact the department head, principal, or personnel director.

 

Exceptions to this dress code may include some auxiliary personnel such as employees who work in food service, maintenance, warehouse, and computer technology.  This exception does not include any teachers, office employees, administrators, MSU students, or other professionals.

 

For physical education and athletic classes employees shall dress for participation.  Appropriate attire may include shorts, slacks, or sweats.  Athletic-style P.E. shorts are not to be worn in the halls or any other place in the school building except where physical education or athletics classes are being conducted.

 

Appropriate undergarments are part of being professionally attired.  Teachers are expected to work closely with a diversity of students under a variety of conditions while maintaining respect and dignity.

 

A specific standardized dress code for a particular school building may be made by the campus vertical team and the principal.  Be sure you know the specific requirements of your particular school.

 

Piercing may be prohibited by the dress codes of individual schools.  Be prepared to leave home studs, rings, etc., if they would be visible or otherwise interrupt your instruction.

 

Most schools require that any tattoos must be covered while in school.  Plan accordingly.  For example, if you have a tattoo on your arm, do not include any short-sleeved shirts or blouses in your school wardrobe.

 

At no time shall employees’ clothing violate the student dress code that applies to junior and senior high students, which is policy FNCA (4-20-98) as follows:

 

            Prohibited:      Short shorts, athletic shorts such as wind shorts or bicycle shorts;

                                    Bare midriffs; halter tops; tank tops; see-through tops (such as

                                    Loosely woven or fish net materials); tight-fitting warm-ups or

                                    Jogging suits; sun dresses; miniskirts; sagging pants.

 

Plagiarism Statement

“By enrolling in this course, the student expressly grants MSU a ‘limited right’ in all intellectual property created by the student for the purpose of this course. The ‘limited right’ shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality, authenticity, and educational purposes.” from Student Handbook

Writing Proficiency Requirement

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at https://mwsu.edu/academics/wpr, or call 397-4131.

Calendar Attachment

EDUC 2013-Gupta- Fall 2016 (TR)-20170109-121205.pdf

Campus Carry

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at https://mwsu.edu/campus-carry/rules-policies.

If you have questions or concerns, please contact MSU Chief of Police Patrick Coggins at patrick.coggins@mwsu.edu.