C)+Syllabus

E-mail: pwilliams948@holyfamily.edu 267-716-0692 - cell Segall, W.E., & Wilson, A.V. (2004). //Introduction to education: Teaching in a diverse society.// Second Edition. New York: Rowman & Littlefield Publishers.
 * Readings: **

Other readings supplied by the instructor or via internet.


 * Course Description: **
 * Introduction to Teaching in a Diverse Society** provides students who are considering a career in education with introductory information about education in the 21st century. Students will explore education from the perspective of its place within a diverse society, taking into consideration historical and philosophical developments that impact on one’s view of teaching. Through interactive classroom experiences, students will gain an understanding of the role of the teacher in today’s classroom. Themes of study include: teacher as advocate; proactive welcoming and understanding of individual differences; prioritization of literacy; understanding of one’s role as a life-long learning; foundation of education; the establishment of collaboration for effective practice; the use of technology in the classroom to enhance teaching and learning.

I.G. Social Sciences including · Human behavior, culture, and society · Family structures · Prejudice, tolerance, and other coping behaviors · Artworks and other cultural artifacts II.A. Managing the instructional environment · Creating a positive, inclusive learning environment · Establishing and maintaining rapport with all students · Communicating high learning expectations to all students · Establishing and maintaining fair and consistent standards of classroom behavior · Creating a safe physical environment conducive to learning
 * The following PA Department of Education Standards are addressed through this course: **
 * I. ****Knowing the Content**
 * II. ****Performance**

II.C. Computer-mediated communication and emerging technologies including: · Assessing, identifying, and building on student’s prior knowledge, experience, and skills · Problem analysis, creativity, problem-solving, and decision making skills · Inquiry, direct instruction and cooperative learning

III. A. Professional organizations and professional journals III.B. Integrity and ethical behavior, professional conduct as stated in Professional’s Code of Professional Practice and Conduct for Educators and in local, state, and federal laws and regulations.
 * III. ****Professionalism**

Upon completion of this course, the student will be able to: 1. Articulate an awareness of the impact of diversity and culture, gender, religion, ability, and ethnicity on the personal development in the teaching-learning process; 2. Identify the strands of diversity and literacy in the course and understand their place within the teacher preparation program; 3. Critically reflect on social and cultural aspects of education, demonstrating a process of reflection that links to personal decision making; 4. Identify factors relating to the personal desire to teach through social and self-exploration; 5. Discuss the historic, legal/governmental, and philosophical issues relating to American education and the effect these had on the role of the teacher.
 * Course Competencies: **

Any student who has a need for an accommodation based on the impact of a physical, psychiatric/psychological, and/or learning disability **__must__** contact the Disability Services Office at 215-537-7700 (x3231), located at the Northeast Philadelphia Campus, Campus Center Room 222. Please contact this office as soon as possible, as eligibility determination requires submission of documentation by the student and review of the Disability Eligibility Committee prior to any accommodation authorization. Accommodations for individual students **__cannot be provided by the instructor__** without letters of authorization from the Disability Services Office.
 * Accommodations for Students with Disabilities **

All policies of the Holy Family University Handbook will be followed. Attendance, punctuality, and participation are required. The student will incur a loss of points toward the final grade for missing class without valid documentation or reason (e.g. doctor’s note) or evidence of excessive lateness to class. It is essential that each student’s quality of participation include demonstrated familiarity and personal preparation with regard to the assigned text readings and handouts, as well as regular contributions to class discussions. Involvement, attitude, preparedness, and effort will be evaluated throughout the course.
 * Policies and Procedures **

Grades for any late assignment may be lowered one full grade for each class meeting that it is late. A make up test may be scheduled only if you notify the instructor in an appropriate time frame of a serious reason or present a doctor’s excuse.

All proper use of the internet regulations will be followed and all assignments are to be written and cited according to the APA style.

The University’s policy on academic honesty is available for review in the current //Undergraduate Catalog and Graduate Catalog.// Both of these documents are available in print (School Office) and on the University’s website: http//www.holyfamily.edu. Violations of the University’s standards in any form (including but not limited to plagiarism) as described therein or otherwise identified will not be tolerated. Proven incidents of academic dishonesty are subject to progressive sanctions. Responsibility for knowing and understanding the University’s position and policies on academic integrity rests with each student.
 * Academic Honesty **

The University has provided the “Turnitin” program. Papers may be submitted to the program to determine plagiarism.

Chapter Assignments – due weekly  10% Becoming a Teacher Journal and/or Service Learning 20% Observation Hours (10 hours) and Presentation 20% Cultural Literacy Group Project 15% Mid-Term    15% Philosophy Paper 10% Participation/Discussion/Attendance 10% Grading: A (94-100) B+ (90-93) B (86-89) C+ (81-85) C (77-80) D+ (73-76) D (70-72) F (69 and below)
 * Course Requirements and Grading **

“A” denotes prepared, evidenced by active participation during class work, presentations, and responses to assigned readings.

“B” denotes prepared, but with episodic and solicited participation.

“C” denotes unprepared with little evidence of advanced readings or thoughtful questions.

“F” denotes unprepared with minimal participation and/or frequent absences or lateness.

**__ Description of Assignments: __** 20% - Discussion and participation are necessary to have maximum benefit for all class members. Meaningful contributions from all members will be necessary to achieve satisfactory discussion grades; therefore, individual participation will be evaluated. Attendance will be an important factor in this grade.
 * __ Participation/Discussion/Attendance: __**

10% - Chapter and Internet Assignments will be required throughout the course work.
 * __Chapter Activities__**:

10% - Either two or three class members will participate in groups describing the culture of one of the diverse groups which are mentioned in the text. Attention should be paid to the positive contributions their families and group culture have made to our nation. The geographic and historical background, beliefs, art, music, and literature of the group should be put in the context of their struggle to be successful as citizens of the United States and within the educational system. The group presentation is to involve a power point and video of significant examples of the culture. Handouts will aid classmates to understand the culture.
 * __Cultural Literacy Group Project for Teaching in a Diverse Society:__**

10% - A major assignment of the course is the Philosophy Paper. During the course, many opportunities will be available to discuss the meaning of one’s philosophy and its importance in becoming an exceptional teacher.
 * __Philosophy Paper__**:

20% - During the last two sessions of class, you will present a comprehensive overview of your observation experiences. In order for the class to gain an understanding of your observation experience, your power point presentation must include the demographics of your observation settings, a summary explaining the school environment, the grade levels and subject areas of the observations, the cultural background of the students and fulfill the requirements of the rubric.
 * __Observation Hours (10 hours) and Presentation__**:


 * __Mid-term Exam__** – 15%
 * __Final Exam__** – 15%

**__ Tentative Schedule __**

2 discussion responses || 2 discussion responses || 2 discussion responses || 2 discussion responses || 2 discussion responses || 2 discussion responses Update on Observation hours; Review for Mid-term. 2 discussion comments || 2 discussion comments || 2 discussion comments || 2 discussion comments || NO FORMAL CLASS MEETING INTERNET ASSIGNMENT || Read Chapters 14 Develop Philosophy ||
 * DATE – Week of: || TOPICS || ASSIGNMENTS ||
 * 9/1 || Introduction; review of syllabus; Mission Statement; Concept map of teaching and learning; || Read Chapters 1 and 2
 * 9/1 || Introduction; review of syllabus; Mission Statement; Concept map of teaching and learning; || Read Chapters 1 and 2
 * 9/8 || Becoming a Teacher and Teaching as a Profession || Read Chapter 3
 * 9/15 || Historical events and persons who shaped our present day approach to education; important legal issues || Read Chapter 4
 * 9/22 || Discuss growth of school systems and changes in curriculum in the Twentieth Century; Vision of Future || Read Chapter 5
 * 9/29 || Discussion of the Global Community; How are students prepared for a global society? || Read Chapter 6
 * 10/6 || Philosophies which shaped our approach to education; Jigsaw group work on philosophies. || Read Chapter 7
 * 10/13 || Midterm || ||
 * 10/20 || Concepts of learning styles, Multiple Intelligences, Objectives, Curriculum, and integration of technology; Update on Observation hours; Mid-term || Read Chapters 8 and 9 –
 * 10/27 || Objective, Curriculum, and integration of technology || Group Project
 * 11/3 || Group Projects || Read Chapters 10 and 11; 2 discussion comments ||
 * 11/10 || Educational Governance, Organization, Funding, and Copyright laws || Read Chapter 12 ||
 * 11/17 || Legal issues in education and discuss Duty and Negligence; cite cases || Read Chapter 13
 * 11/24 || Discuss funding and begin at-risk issues; The Child’s World in the Classroom; Second section of Journal entries
 * 12/1 || Entering the teaching profession; resume, philosophy due || Resume sample; Observation and Presentations ||
 * 12/8 || FINAL EXAM || ||

Changes in the tentative schedule will be made at the discretion of the instructor to meet the needs of the class.