ED 200 Syllabus (Fall Term)

Foundations of Education

ED. 200
Fall Quarter 2020
Instructor: Dr. Dana Ulveland
Office: ED 227
e-mail: ulvelad@wou.edu

Office Hours and Meeting Times: By Arrangement

Course Description

Includes historical foundations of education; education policy and practice; the system alternatives to public education; legal rights and responsibilities of teachers and students; professional development of teachers; student pluralism (bilingual / multicultural, talented and gifted, handicapping conditions, disadvantages students); current issues and effective schools. Topics covered will provide novice educators with a broad picture of education and schooling in the United States, and a basis for informed decision-making regarding the complicated education environment. Through participation in this course, each student will evaluate his/her commitment to becoming a professional practitioner, prepared to be a reflective teacher who will be able to make informed decisions to improve and enhance the environment for children and youth.


Course Objectives

A. Understand the difference between schooling and education.
 This includes developing a familiarity with how students learn and how teachers teach.

B. Understand the educational endeavor from your own perspective.

C. Understand how your own personal values can impact the classroom climate and the school community.

D. Get a better idea as to whether or not you think the teaching profession is for you.

E. Know what teachers really do and how they think.
 This includes becoming familiar with the language and concepts used in the teaching profession.

F. Have some understanding of historical, sociological, and philosophical influences on current educational practices.

G. Have a better idea as to how schools are influenced by equity issues (social, gender, cultural, economic, racial and ethnic differences) and language domains.

H. Develop and put into practice a study plan based on current educational research.


To see how these outcomes align with standards: OutcomesAlignmentED200


Required Evidence Showing That Objectives Have Been Met

Five Written  Responses (First = 15%; Second = 25%; Third = 25%; Fourth = 25%; Fifth = 10% )

Each student is asked to work on a series of written reflective responses to questions provided. These are responses to the content and to questions we are exploring throughout the course. Not only do these reflective responses consider the content at hand, but they help us consider how our responses to, and understanding of, the content might inform our own future teaching.

There will be 5 sets of reflective responses.

**** First Set of Responses Due Monday October 5  ****

**** Second Set of Responses Due Monday, October 19  ****

**** Third Set of Responses Due Monday, November 2  *****

**** Fourth Set of Responses Due Monday, November 16  ****

**** Fifth Set of Responses Due Wednesday, December 2  ****


Please note: I want you to do well in this class. Please let me know if you are falling behind so that I can help you succeed.


Final Grade Assignment

A (96 →100)
A- (91 → 95)
B+ (86 → 90)
B (81→ 85)
B- (76 → 80)
C+ (71 → 75)
C (65 → 70)
C- (60 → 64)
D (30< 59)
F (<30)



All readings will be made available to you. You will not need to buy a text book.


Tentative Topics:

History of schooling
Teaching Contracts
Teaching Methods
Media influence
Brain-based Learning
Gifted and Talented
Learning Disabilities
School and Classroom Cultures
Assessment of Student Learning
Establishing the Classroom Climate
Working With Your Students’ Families
School Governance and Funding
Working with Colleagues and Parents
Working With Your Students’ Families
School Governance and Funding
Working with Colleagues and Parents
Working With Your Students’ Families
Ethics of Teaching
School Governance and Funding



Tentative Course Schedule


Week 1: September 28 – October 2

*** Click below on Week One: Part 1 to get to the first lecture***

Week One: Part 1

About You

First Set Questions 1 – 6

Week One: Part 2


First Set Questions 7 – 17

Week One: Part 3

TEACH:What is it like to be a beginning teacher

First Set Questions 18 – 25

Week 2: October 5 – October 9

**** First Set of Responses Due Monday October 5   **** First Set Questions 1 – 25

Week Two: Part 1

Second Set Questions 1-7

Week Two: Part 2

Second Set Questions 8-11

Week Two: Part 3

Second Set Questions 12-23

Week 3: October 12 – October 16


Week Three: Part 1

Second Set Questions: 24-28

Week Three: Part 2

Second Set Questions: 29-34

Week Three: Part 3

Second Set Questions: 35-46

(End of Question Set Two)

Week 4: October 19 – October 23

**** Second Set of Responses Due Monday October 19  ****

Week Four: Part 1

Third Set Questions: 1- 4

Week Four: Part 2

Third Set Question: 5

Week Four: Part 3

Third Set Questions: 6 – 15

Week 5: October 26 – October 30


Week Five: Part 1

Third Question Set: 16 – 20

Week Five: Part 2

Third Question Set: 21 – 24

Week Five: Part 3

Third Question Set: 25 – 27

(End of Question Set Three)

Week 6: November 2 – November 6

**** Third Set of Responses Due Monday November 2  *****

Week Six: Part 1

Fourth Question Set: 1 – 6

Week Six: Part 2

Fourth Question Set: 7 – 15

Week Six: Part 3

Fourth Question Set: 16 – 19

Week 7: November 9 – November 13

Week Seven: Part 1

Fourth Question Set 20-21

Week Seven: Part 2

Fourth Question Set 22-23

Week Seven: Part 3

Fourth Question Set 24-25:

(End of Question Set Four)

Week 8: November 16 – November 20

**** Fourth Set of Responses Due Monday November 16  ****

Week Eight: Part 1

Fifth Question Set: 1-2

Week Eight: Part 2

Fifth Question Set: 3 – 4

Week Eight: Part 3

No Lecture, no questions. Also known as catch up day. (Not ketchup day!)

Week 9: November 23 – November 27

Week Nine: Part 1

Fifth Question Set: 5 – 7

Week Nine: Part 2

No Lecture. Happy Thanksgiving.

Week 10: November 30 – December 4

Week Ten: Part 1

Fifth Question Set 8 – 10

Final EDA survey

**** Fifth Set of Responses Due Friday December 4  ****

Week 11: December 7

Final Summary Lecture






Students with documented disabilities are entitled under the law to reasonable accommodations. If you have a disability and need accommodations, you should also contact the Office of Disability Services at 503-838-8250.

In this class, the expectation is of mutual respect. Western Oregon University is an inclusive community that celebrates diversity and strives to reflect the diversity of our pluralistic society in our faculty, staff and students. We do not discriminate on the basis of race, class, linguistic background, religion, gender identity, sex, sexual orientation, ethnicity, age, or physical ability. In this class the goal is to establish an environment that values and nurtures individual and group differences and encourages engagement and interaction. Understanding and respecting multiple experiences and perspectives will serve to challenge and stimulate all of us to learn about others, about the larger world and about ourselves. By promoting diversity and intellectual exchange, we will not only mirror society as it is, but also model society as it should and can be.

Student Absence Notification System

In the case of an unplanned, extenuating circumstance (e.g. physical/mental health matters, death of a loved one, legal obligations/jury duty, etc.) that will keep you from attending class, you may submit a student absence notification request form at: www.wou.edu/advising/absence. This form allows the Student Success and Advising office to relay the information regarding your absence to faculty members in a timely manner. The notification sent to your faculty will serve as a courtesy notice and does not excuse your absence. It will still be your responsibility to communicate with your faculty members to discuss any work missed during your absence. Information submitted through the Student Absence Notification System must be truthful in accordance with the Student Code of Responsibility.

Scholastic Honesty

It is important in university that you do your own work. When you do borrow ideas from others, it is important that you give them credit. We call this Scholastic Honesty. Scholastic dishonesty includes, but is not limited to, cheating on tests and plagiarism. I trust you will always do your own work.

Wolf Connection System

If I think your performance in this class is placing you at academic risk, I may referred you to Jesse Poole, Western’s Student Success Specialist. Jesse will offer to work with you to address issues and develop a student success strategy. Regardless of whether a referral has or has not been made, you are ultimately responsible for tracking your own progress in this course. If you would like to meet with Jesse regarding any academic struggles you are experiencing, please contact the Academic Advising and Learning Center at 503-838-8428.


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