EDU 2202 - Social Foundation Education II

Required Text:

• Steven Tozer, Paul Violas, Guy Senese, (2006) School and Society: Historical and Contemporary Perspectives 5^th ed., McGraw-Hill
• Readings as assigned

Course Description: Development of public and private education in the United States in its social and philosophical context; types of education, governmental activity in education, educational finance, religious and political influences, impact of European developments. This course is an appreciative study of the social, historical and political context for schooling in a multicultural, democratic society.

Course Objectives:

1. To extend awareness and appreciation of a range of social and educational issues.

2. To exercise the ability to analyze, and articulate the context, content, and meaning of an educational issue.

3. To exercise the ability to synthesize, and articulate the way different issues relate to each other.

4. To exercise and expand the ability to understand, write and speak in response to the crucial social and historical context of critical education issues.

5. To exercise the ability to respond as a citizen to real examples of critical issues as they present themselves in a democratic society.

6. To exercise academic and intellectual judgment in response to issues of cultural difference, gender, racial and ethnic diversity.

7. To enhance your writing skills.

Textbook Adoption States

**********************************************************************************************************
INTERSTATE NEW TEACHER ASSESSMENT AND SUPPORT CONSORTIUM
(INTASC) Standards

1. Understanding of industrial education and its role in the development of technically competent, socially responsible, and culturally sensitive individuals with potential for leadership in skilled technical work and/or professional studies

STANDARDS 1.11, 1.12, 1.13, 5.14

2. Understanding of the ability to relate experiences designed to develop skills in the interpretation and implementation of industrial education philosophy in accordance with changing demand;

STANDARDS 1.13, 2.11, 2.13, 4.11, 4.12
___________________________________________________________________________
Late Assignments: If you must turn in an assignment late, please notify me in advance by email. If you do not contact me for any reason, your assignment will be considered late. Late assignments lose 10% of their value for each day they are late.

Grading: Your course grade will be based upon a standard conversion of the total points you have earned into a corresponding letter grade, as follows:

INTRODUCTION

Throughout this course, we will examine the intellectual influences on the institutions of schooling in the United States. We will be asking questions about the life work of the educator and the relationship between educational work and institutions where teachers pursue their profession. We will be studying the relationship between some of the most important traditions underlying this vocation in light of some of the most recent phenomena affecting the work of teachers and how its boundaries are defined. Always we will be testing our assumptions against our reading and the experiences we all bring to bear on this study. This course is centered on the study of intellectual traditions grounded in a spirited critical debate over the political, economic and moral center of educational practice. We will be exploring these issues from several different perspectives, by comparing and contrasting current issues and problems with their historical and social roots. We will concentrate on differing and often competing explanations for the meaning of educational phenomena and institutions. We will also be viewing film excerpts as reflective examples, and cultural artifacts of the ideas we encounter.

As we move through the course, we will be asking such questions as: What are the Historical and social contexts of change? Who decides when educationally driven change is necessary? Is reform always useful, and if so, for who’s good is it? Central to all of our discussion will be the issue of educational values in a democracy, the relationship between educational functions and social roles, and issues related to the coherence of educational purpose in a society challenged by the powerful issues surrounding language, culture, class, gender, race and ethnicity.

Students will conduct thoughtful discussion of the material assigned for the day's reading.  The course experience will be cooperative in nature, with students working in small groups on discussion themes, toward resolution of issues and debates raised in class and in the readings. These are not intended to exhaust the potential themes in the course, only to suggest some possible directions for exploration.

COURSE FORMAT

The course will include multiple instructional approaches including: lecture, discussion, small group activities, presentation, debate, and critical reflection activities. All students are expected to attend every class session unless otherwise arranged. Scheduled reading assignments should be complete before the class meeting. Please use the APA format for written assignments. Please make two copies of your written text.

SPECIAL NEEDS STUDENTS

Students with disabilities who require academic accommodations should schedule an appointment to discuss specifics with me. It is the policy of Villanova University to make reasonable academic accommodations for qualified individuals with disabilities.  You must present verification and register with the Learning Support Office (610) 519-5636 or Nancy.Mott@Villanova.edu. Registration is required in order to receive accommodations.

ACADEMIC INTEGRITY AND PLAGIARISM

As a community committed to the Augustinian ideals of truth, unity and love, Villanova University prides itself on maintaining the highest standards of academic integrity and does not tolerate any form of academic dishonesty or misconduct. Dishonesty (including plagiarism) in any assignment, test or examination is punishable by the grade of F and is to be reported, through the deans, to the Vice President for Academic Affairs. A second offense will result in the dismissal of the student from Villanova University.

COURSE REQUIREMENTS

TENTATIVE CALENDAR
The professor reserves the right to change the syllabus at any time during the semester. You will be informed of any changes (e.g., readings, films). Students are responsible for keeping track of any changes that occur during the course of the semester.

August 23	SYLLABUS REVIEW & INTRODUCTIONS
August 28 & 30	In-class activity No Child Left Behind Reading – In-Class Discussion
September 4 & September 6	No Class – Labor Day No Class – Presidential Inauguration Events
September 11 & 13	Chapter Two – Liberty & Literacy: Jeffersonian Era
September 18 & 20	Chapter Three – Common School Public Education Quiz 1 - September 20
September 25 & 27	Film - Chapter Four – Progressive Era Education Chapter Five – Diversity and Gender in Education Quiz 2 – September 27
October 2 & 4	Film and Mid-Term Review – Monday Monday - Field Placement Activity #1 Due Midterm, October 4 – Wednesday
October 9 & 11	Semester Recess – No Class – Fall Break
October 16 & 18	Chapter Six – African American Education One-Page Paper Topic Assignment due October 16, 2006 Quiz 3 – October 18
October 23 & 25	Film Week – Inherit the Wind  112 minutes over two days followed by Large-Group Discussion
October 30 November 1	Chapter Seven - American Indian Education Field Placement Activity #2 Due 11/1
November 6 & 8	American Indian Reading – Handout Film - Quiz 4 – November 8
November 13 & 15	Chapter Nine – Liberty & Literacy Today Research Paper - Due November 15
November 20 & 22	Educational Testing - Presentation Topic Due 11/20/05 No Class Wednesday, Thanksgiving Break - 11/22
November 27 & 29	Chapter 12 Diversity and Equity Quiz 5 – November 27 – Presentations 11/29
December 4 & 6	Presentations
December 11	Presentations – Final Review
Friday, Dec. 15	Final Examination - 1:30 – 4:00 p.m.

Acknowledgements: Special Thanks to Dr. Guy Senese and Dr. Gretchen McAllister at Northern Arizona University's Center for Excellence in Education for their assistance in the preparation of this course.