JOHN WOOD COMMUNITY COLLEGE Brenda Stalder

1301 SOUTH 48TH STREET QHS

QUINCY, IL 62305 (217) 224-3770 ext.175

staldebr@qps.org

EDU 100

INTRODUCTION TO EDUCATION – DUAL CREDIT

Fall 2018

COURSE CATALOG DESCRIPTION:

An introduction to teaching as a profession in the American educational system. Presentation of a

variety of perspectives on education including historical, philosophical, social, legal, and ethical issues in
a diverse society. Includes organizational structure and school governance. Clinical component
required. 2.5 lecture hours, 1 lab = 3 credit hours

TEXT/REFERENCES:

Introduction to the Foundations of American Education, 16th edition, Johnson, James; Musial, Diann; Hall,
Gene E.; and Gollnick, Konna M.; Boston: Pearson

GENERAL EDUCATION OBJECTIVES FOR THE AA, AS, AFA, AGS AND AAS DEGREES

JWCC believes general education is a vital and basic part of a student’s education. General education is
defined as education which promotes a common base of knowledge intended to provide students with
the skills necessary to participate in a wide range of activities which enhance the overall quality of life in
the community. Specific goals have been devised which reflect essential areas of general education
competence. In addition to learning the skills and mastering the knowledge of their specific program(s),
students will be able to:

General Education Goal 1: Communication
General Education Goal 2: Humanities and Fine
Arts
General Education Goal 3: Social and Behavioral
Science (Includes Psychology, Sociology, History,
Economics, and Political Science)
This area of study will help the student become
proficient in developing, evaluating, and
analyzing written, oral, and visual messages
appropriate to the situation, purpose, and
audience.
This area of study will help the student develop
an understanding of the human condition
through investigation, appreciation, and
evaluation of the humanities
This area of study will help the student to
develop an understanding of the self, others, and
the world in which he or she lives through
investigation of social, cultural, economic,
political, and historic influences on human
thought, values, and behaviors.
 General Education Goal 4: Mathematics
General Education Goal 5: Physical and Life
Sciences
General Education Goal 6: Information Literacy
This area of study will help the student to use
abstract and deductive reasoning to interpret and
critically evaluate data and to effectively solve
problems.
This area of study will train the student to
comprehend and apply the basic principles of
science and methods of scientific inquiry.
This area of study will help the student to
develop the skills and knowledge necessary to
use information effectively through appropriate
technology and media.

COURSE GOALS/OBJECTIVES: Students who satisfactorily complete this course will be able to perform
these goals without the use of reference material, unless otherwise noted. Individual levels of
performance will comply with standards set within the text or the syllabus. Learning outcomes are
specific to each chapter and are outlined in the text.

The student will demonstrate this performance using quizzes, class discussions, discussion boards on
Schoology, written assignments, reflection papers, observations, and class participation. Upon
completion of this course, students will be able to identify the characteristics of the teaching profession.

DROP POLICY

Following a withdrawal for courses longer than eight weeks, grades are recorded as follows:

Drop during first ten days of class No grade recorded; class does not appear on
transcript
Drop up to midterm W
Drop after midterm, up to 75% completion of the WI
course
Drop after 75% completion of the course Grade earned, A-B-C-D-F, as outlined in the
syllabus

REASONABLE ACCOMODATIONS

Reasonable accommodations are available for students who have a documented disability. All
accommodations must be approved b the Coordinator of Disability Services (located in the Support
Services Office Room C122) 217-641-4343. Late notification may cause the requested accommodations
to be unavailable.

COURSE EVALUATION

Students will be assessed through a variety of means. There will be three book tests and a cumulative
final examination. Students will also write three reflection pieces in which they discuss their classroom
observations throughout the district. There will be one formal Socratic seminar and several informal
classroom discussions and debates. There will be activities for each chapter studied in the book and
each student will write a five-page research paper over an educational issue. Additionally, there will be
two cooperative learning projects.

COURSE SCHEDULE

Classes will meet daily when Quincy Public Schools are in session. Daily classes will meet at QHS room
D149. Multiple days will be spent observing in classrooms around the district, typically each Friday.
Attendance at these observation days, which are considered the lab component of the course, are
mandatory. Students will responsible for their own transportation and documentation of attendance
and appropriate behaviors.

COURSE OUTLINE

Week of Daily work and assignments

8/20-8/24 Th– Brittany McKeown from John Wood comes to give overview of Dual Credit process
W - Review of syllabus, expectations and text
8/27-8/31 Teaching in a Challenging World
M – Read pages 3-12 in Chapter 1, assign teacher interview from page 25
T- Read and discuss pages 12-19, journaling assignment from page 19
W – “Who is Right” debate from page 6
Th – Read Chapter 19-23, interview questions due for peer review
F – Classroom discussion, presentation of information from teacher interviews
9/3-9/7 The Early History of Education in a Changing World
M – No School Labor Day
T – Jigsaw Chapter 2 pages 28-35
W – Active reading activity of Chapter 2 pages 33-42
Th – “Who is Right” debate from page 34, read and discuss 42-49
F – Written reflection 2 and 3 from text
9/10-9/14 Historical Perspectives of Education
M – Lecture – observation expectations and reflection assignments, interest inventory for
placement
T – Lecture, Chapter 3 pages 53-66
W – “Who is Right” debate from page 63, assign teacher interview from School-Based
Observations, #2 on page 73
Th – Read and discuss Chapter 3, pages 66-73, present teacher interview information
F – Test over Chapters 1-3
9/17-9/21 Philosophy: Reflections on the Essence of Education
M – Jigsaw Chapter 4, pages 77-91 and present lesson to class
T – continue presentation of Chapter 4 lessons, information
W – “Who is Right” debate from page 92, discussion and lecture over chart on page 93
Th – Read and annotate text on Eastern and Native American ways of knowing, prepare for
classroom visits
F – First school visit – lab time
9/24-9/28 Building an Educational Philosophy in a Changing World
M – Lecture/reading of teacher centered philosophies – Essentialism, Behaviorism,
Positivism, pg. 104-108
T – Lecture/reading of student centered philosophies – Progressivism, Humanism,
Constructivism
 W - Student motivation – article, class discussion, text pages123-124
Th – School discipline philosophies, pages 123-130 in text
F – School visit – lab time
10/1-10/5 M – “Who is Right” debate page 132, School Based Observations assignment 1, page135
T – Types of school 148-153
The Place of Schools in Society
W – Wellness day ?
Th – No School Quincy Conference
F – No School Quincy Conference
10/8-10/12 M – No School Columbus Day
T – School levels – 153-158
W – “Who is Right” debate page 146
Th– School visit – lab time, written reflection due
F – Mid-term Chapters 1-6
10/15- Diversity in Society and Schools
10/19 M– Read/discuss/lecture race in schools
T- Socio/economic issues in schools 170-173
W- Language issues 174-178, “Who is Right” debate page 177
Th- Gender issues in education, pages 178-181
F – School visit – lab time
10/22- M- Sexual orientation issues in education, lecture, discussion, pages 181-182
10/26 T- Exceptionalities in education and inclusion, pages 182-185
W- Religion in education, pages185-187
Th- Social justice and educators’ role pages 187-192
F- School visit – lab time
10/29-11/2 Students and Their Families
M- Today’s families – 198-204, discussion and lecture
T- Dangers children face 204-208
W- Socratic seminar planning and prep
Th- Socratic seminar
Organizing and Paying for Education
F- Guest speaker, Supt. Roy Webb to discuss school finance, charts 227 and 230
11/5-11/9 M- Web quest QHS staff organization chart development
T- Test Chapters 7-9
Legal Perspectives on Education
W- Legal perspectives case study pg. 259, discussion and written reflection
Th- Half-day, parent teacher conferences
F- No school – Parent teacher conferences
11/12- M- Legal perspectives current issues – web search
11/16 T- Religion and legal responsibilities pages 263-268
W- Social media and law, “Who is Right” debate page 283
Th- Students’ rights pages 282-291
F- School visit – lab time - reflection 2 due
11/19- Standards, Assessment, and Accountability
11/23 M- What are standards? Do they matter? Pages 296-303
T- Fundamentals of assessment pages 303-317
W – No school, Thanksgiving break
 Th – No school, Thanksgiving break
F – No school, Thanksgiving break
11/26- M- Testing and accountability, examine QPS testing practices
11/30 T- “Who is Right” debate page 325
W- Assign research paper, brainstorm topics
Th - Paper specifications, assignment
F – School visit – lab time
12/3-12/7 M- Continued work on college research paper, educational issues
T- Continued work, Ebscohost lecture
W- Continued work on research paper
Th- Continued work on research paper
F- Research paper due, optional school visit-lab time to be arranged per student
12/10- Designing Programs for Learners in Challenging Times: Curriculum and Instruction
12/14 M- Curriculum development 332-341
T- Curriculum and Instruction pages 342-354 “Who is Right” debate page 354
W- Utilizing cumulative knowledge students plan a lesson to present for final school visit
Th- Continued lesson planning
F- School visit - lab time
12/17- M- Final observation reflection due
12/21 T- Viewing and critique of lessons presented
W- Continued viewing and critique of lessons
Th- Test over Chapter 10-13
F- School visit – lab time
1/7-1/11 Arrange and present lessons to your class
Final examination – date and time TBA

School visits – lab time

Attendance at school visits is a mandatory component of this course. Students will be expected to
arrange their own transportation to the schools they visit. Students who have no access to
transportation can complete their observations at Quincy Senior High School and Baldwin Intermediate
School.

ASSESSMENT OF STUDENT LEARNING

John Wood Community College values continuous improvement of student learning. The College
assesses student learning at several levels: general education, program, and course. The goal of these
assessment activities is ongoing improvement of teaching and learning at John Wood Community
College.

Mission
JWCC enriches lives through learning by providing accessible education programs and services at an
exceptional value.

Vision
JWCC will be the community’s partner and leader in education, workforce training and lifelong
learning.
 JWCC Core Values
Excellence, Accountability, Integrity, Servant Leadership, Lifelong Learning