ED 200 Syllabus (Spring 2022) On Campus

Foundations of Education

ED. 200
Spring Quarter 2022
Instructor: Dr. Dana Ulveland
Office: ED 227
e-mail: ulvelad@wou.edu

Office Hours and Meeting Times:
Mon: 12:00 – 1:00
Tue: 11:30 – 1:00. / 2:30 – 3:00
Tue: 11:30 – 1:00. / 2:30 – 3:00

 

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, disadvantaged 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 foundations of education from an embodied 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 schooling 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

Question Responses (35%)

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.

Due dates will be given in class.

Written-Oral Inquiry Projects (35%)

Each student will be asked to work on a number of group Inquiry Projects. These are explorations into particular themes related to the course. These Inquiry Projects consider the content at hand, helping us consider how our responses to, and understanding of, the content might inform our own future teaching and learning. Projects will be presented during class. A summary of the group project will be submitted to me at the beginning of class on your presentation day. Summaries must be typed and multiple pages stapled together.

Projects types will vary and will be discussed in class.

Final Exam (30%)

A comprehensive final exam addressing material from the readings, class videos, class discussions, and extra readings will be taken as the culminating assessment.

Your success is my success. I want you to do well in this class. Please let me know if you are having difficulty or 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)

 

Text:

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

 

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
Discipline
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: March 28th – April 1st

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

Week One: Part 1 (Tuesday, March 29th)

Introduction

The Three Branches of Government

Education

Narratives

The Incomplete Narrative

Week One: Part 2 (Thursday, March 31st)

Context Confers Meaning

Bill and Mrs. Jones

Mama Davila’s Cupcakes

Causal Modality Frame and Variations

Sushi

Big Mac

Week 2: April 4th – April 8th

Week Two: Part 1 (Tuesday, April 5th)

Sensing Bodies

Our many senses

Two different perspectives (Objective and Lived) Bike examples

The Hegemony of Vision

Week Two: Part 2 (Thursday, April 7th)

Biological Bodies

Bodily Experiences

Cinnamon Buns

Neurons and Learning

Grasping Neurons

Kids Gone Wild

Junkyard Playgrounds

 

Week 3: April 11th – April 15th

Week Three: Part 1 (Tuesday, April 12th)

Language Bodies

The Cup Modalities

The Oregon Trail

Learning Styles

Week Three: Part 2 (Thursday, April 14th)

Timed Bodies

Duration vs. Time

Erik Satie and Henri Bergson

Week 4: April 18th – April 22nd

Week Four: Part 1 (Tuesday, April 19th)

Time in the classroom

Project-Based Learning

Big Picture Schools

Week Four: Part 2 (Thursday, April 21st)

Spectator View

Reality

Week 5: April 25th – April 29th

Week Five: Part 1 (Tuesday, April 26th)

McDonaldization

Max Weber and Rationalization

Factory Bodies

Week Five: Part 2 (Thursday, April 28th)

Efficient Bodies

Frederick Winslow Taylor and the Gilbreths

Scientific Management

Week 6: May 2nd – May 6th

Week Six: Part 1 (Tuesday, May 2nd)

Graded Bodies, Measured Bodies

Week Six: Part 2 (Thursday, May 4th)

Herbert Spencer

Simple to Complex

 

Week 7: May 9th – May 13th

Week Seven: Part 1 (Tuesday, May 9th)

Review of the Foundation of Understanding

Hobart Shakespearians

 

Week Seven: Part 2 (Thursday, May 11th)

Industrialized induced boredom

 

Week 8: May 16th – May 20th

Week Eight: Part 1 (Tuesday, May 16)

Community Bodies

 

Week Eight: Part 2 (Thursday, May 18th)

Creative Bodies

 

Week 9: May 23rd – May 27th

Week Nine: Part 1 (Tuesday, May 23rd)

School of the Future

Week Nine: Part 2 (Thursday, May 25th)

EDA survey

Week 10: May 30th – June 3rd

Week Ten: Part 1 (Tuesday, May 31st)

TEACH

Week Ten: (Thursday, June 1st) Final Summary Lecture

 

Week 11: Tuesday, June 7th

Final Exam

 

Accommodations

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 refer 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.

Accommodations: WOU values diversity and inclusion; we are committed to fostering full participation for all students. Please notify your instructor if there are aspects of the instruction or design resulting in barriers to your participation.

Disability-related accommodations are determined through the Office of Disability Services (ODS). If you, as a student, believe you may be eligible for disability-related accommodations please contact ODS, they would be happy to work with you. ODS notifies students and faculty members of approved academic accommodations and coordinates the implementation of accommodations. Academic Programs Services Center (APSC) 405
503-838-8250 (voice)  https://wou.edu/disabilityservices/ods@wou.edu

Respect: 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.

Academic Integrity: In any academic work — especially graduate work — it is important that the work you do is your own. It is also important that you give credit to others when you make reference to their ideas or their published work. This level of honesty places you ‘into’ a community of academics who work together to bring about a deeper understanding and a greater awareness of the world around us.

DISABILITY ACCOMMODATIONS: If you have a documented disability that may require assistance, you will need to contact the Office of Disabilities Services (ODS) for coordination in your academic accommodations. The ODS is located in the Academic Programs and Support Center (APSC) Suite 405. The phone/TTY is (503) 838-8250.

Military Service Statement: Veterans and active duty military personnel with special circumstances are welcome and encouraged to communicate these, in advance if possible, to the instructor.

Student Success Specialist: Students in this class may be referred to the WOU Student Success Specialist (SSS) if the instructor determines their performance in the class is placing them at academic risk. The SSS will offer to work with referred students to address issues and develop a student success strategy. Irrespective of whether a referral has or has not been made, you are ultimately responsible for tracking your own progress in this course.

WOU Writing Center: If you feel you need additional assistance with your writing, I encourage you to take advantage of the writing center. Help is available. For further information go to: www.wou.edu/writingcenter.

 

Up-to-Date COVID-19 Information

COVID-19 is an ongoing, dynamic situation that may change during any given term, leading to changes in rules and guidance. Find up-to-date information at: Western Oregon University: wou.edu/coronavirus,   Oregon Health Authority: govstatus.egov.com/OR-OHA-COVID-19,     CDC: www.cdc.gov/coronavirus/2019-ncov

Vaccinations: All students who take in-person classes or who will spend time on campus are required to be fully vaccinated against the COVID-19 virus or submit an exemption before the start of classes. Please contact the Student Health and Counseling Center (SHCC; 503-838-8313, health@wou.edu) if you have questions about how to submit proof of vaccination or claim an exemption. Further instructions can be found on SHCC’s website at www.wou.edu/health.

Vaccination against COVID-19 remains one of the best ways to protect your health and the health of our community. At least one vaccine has now received full approval by the FDA. For more information on COVID-19 vaccines, including how you can get vaccinated, please visit: https://www.cdc.gov/coronavirus/2019-ncov/vaccines/vaccine-benefits.html

Masks and Face Coverings 

The purpose of WOU’s Mask Policy (https://www2.wou.edu/nora/policy.entry.view_policy/?ppolicyid=1077) is to promote the health and safety of students, staff, faculty and the broader community. The State of Oregon and Western Oregon University require that masks or face coverings be worn when indoors on campus (Monmouth and Salem), except when you are actively eating, drinking or engaged in public speaking. If you are alone in an enclosed room (i.e., with four walls, ceiling and a closed door), you can remove your mask. Masks or face coverings should be worn in combination with other measures, such as physical distancing, proper handwashing and vaccinations. Masks or face coverings are also required outdoors, if physical distancing cannot be maintained.

Be prepared for the possibility of remote delivery

Due to ever-changing conditions with COVID-19, students and faculty should be prepared for the possibility that fully in-person and hybrid courses might be switched to remote delivery at any time.

 

*****

Edit This