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School and Society

Course Details

Course Number
EDUC 2013
Semester
Spring 2017
Location
Ferguson Hall
Classroom Number
303
Professor
Dittika Gupta (view Profile)
Course Objectives

WCoE Conceptual Framework

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.

 

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

Classroom Policies

Students are expected to assist in maintaining a classroom environment which is conducive to learning.  In order to assure that all students have the opportunity to gain from time spent in class, unless otherwise approved by the instructor, students are prohibited from engaging in any form of distraction—this includes, but is not limited to, pagers and cell phones. Electronic communications devices will be turned off in a field experience classroom. In the classroom, cell-phones need to put away so that they do not disrupt the learning environment for you and others. Inappropriate behavior in the classroom shall result, minimally, in a request to leave class and a Professional Fitness Form will be filed for review with the college. If the instructor must file a Fitness Alert Form for any reason, including failure to demonstrate appropriate teaching dispositions, the student may receive an instructor drop with an "F" for the course.

 

Your participation in classes at a Professional Development School is a privilege, not a right. Our relationship with these schools is critical to the development of strong teachers. If, for ANY reason, you are asked to leave a Professional Development School, you will be dropped from the course in accordance with the Instructor Drop policy (see below) of the academic catalog.

 

Instructor Drop. An instructor may drop a student any time during the semester for excessive absences, for consistently failing to meet class assignments, for an indifferent attitude, or for disruptive conduct. The instructor must give the student a verbal or written warning prior to dropping the student from the class. An instructor’s drop of a student takes precedence over the student-initiated course drop of a later date. The instructor will assign a grade of either WF or F through the first 8 weeks of a long semester, the first 6 weeks of a 10 week summer term, or the 11th class day of a 4 or 5 week summer term consisting of 20 days. After these periods the grade will be an F. The date the instructor drop form is received in the Office of the Registrar is the official drop date.

 

Attendance Policy

Absence Policy - Professional teachers are dependable, reliable, and responsible. Therefore, candidates are expected to be on time and in attendance at every class, and to stay for the entire class. Tardiness, leaving early, and excessive absences (3) are considered evidence of lack of dependability, and are taken seriously. Candidates will receive a grade of F on the third absence.

 

After an absence from the course it is imperative that a student schedule an appointment with the course instructor to discuss attendance.  Failure to schedule and attend a conference will result in the loss of classroom participation and disposition points and failure after 2 absences.  Student will be dropped from the class after 2 absences. 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. Tardiness will result in loss of classroom disposition points and 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.

 

Academic Honesty

MSU students demand of themselves the highest level of academic honesty as delineated in their honor creed. Academic honesty involves the submission of work that is wholly the student’s own work, except in the case of assigned group work. Additionally, academic honesty involves the proper citation of other author’s works.

 

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 and authenticity, and for educational purposes.

 

Disability Support

As the faculty of the West College of Education, we are dedicated to helping meet the needs of our students with disabilities and are eager to provide the accommodations to which such students are entitled. If you have a documented disability and are registered with the Office of Disability, please let your instructor know to expect a letter from that office describing the accommodations to which you are entitled. If you have a documented disability but are not registered with the Office of Disability, please contact that office immediately to register.

 

Cell phones

 Students are expected to assist in maintaining a classroom environment which is conducive to learning.  In order to assure that all students have the opportunity to gain from time spent in class, unless otherwise approved by the instructor, students are prohibited from engaging in any form of distraction - Electronic communications devices will be turned off in a field experience classroom. In the classroom, cell-phones need to put away so that they do not disrupt the learning environment for you and others. The use of electronic devices during class time is prohibited unless the instructor gives permission.

 

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.

 

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

Additional Readings

 

As assigned by the professor.

Grading Standards

 

Note: Twenty five percent point reduction in assignment grade per day late

(including Saturday and Sunday).

NO LATE WORK ON QUIZZES

Final Grade Possibilities

 

  • 90-100 percent  A
  • 80-90 percent    B
  • 70-80 percent    C
  • 60-70 percent    D
  • ≤ 60 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.
Late Paper Policy

 

Twenty five percent point reduction in assignment grade per day late

(including Saturday and Sunday).

 

NO LATE WORK ON QUIZZES

 

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

Absence Policy - Professional teachers are dependable, reliable, and responsible. Therefore, candidates are expected to be on time and in attendance at every class, and to stay for the entire class. Tardiness, leaving early, and excessive absences (3) are considered evidence of lack of dependability, and are taken seriously. Candidates will receive a grade of F on the third absence.

 

After an absence from the course it is imperative that a student schedule an appointment with the course instructor to discuss attendance.  Failure to schedule and attend a conference will result in the loss of classroom participation and disposition points and failure after 2 absences.  Student will be dropped from the class after 2 absences. 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. Tardiness will result in loss of classroom disposition points and 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.

 

 

 

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- Spring 2017 (Thurs)-20170306-145223.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.