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Topics in Educational Foundations

I.     Course Prefix/Number: EDN 290

       Course Name: Topics in Educational Foundations

       Credits: 1-4 (1-4 lecture; 0 lab)

II.    Prerequisite

EDN 101 or consent of instructor.

III.   Course (Catalog) Description

Course explores selected topics in educational foundations. Content included varies, and may focus on particular aspects of history, sociology, and philosophy of education, and comparative education. EDN 290 may be repeated up to three times on different topics for a maximum of nine credit hours. Fee varies.

IV.   Learning Objectives

Courses within the Education Program contribute to the fulfillment of multiple professional teaching standards.  In most cases the courses at Oakton will introduce the skill/concept covered in the standard; however, some standards are fully met at this level.  Each course will have assignments linked to particular learning standards.  These assignments, or “artifacts,” serve as evidence that the student has either been introduced to or met the concept/skill described in the standard.  The artifacts will be saved in an electronic learning portfolio within each Education course so that at the time of transfer each student will have standards-based evidence of accomplishment in all Education courses completed prior to transfer to a College of Education.  

It is crucial that students understand the linkage of assignments in all Education courses to particular standards.  Assignments are not only a part of a certain course, but begin to build the body of knowledge each student will continue to develop during the remainder of her/his academic life and throughout her/his professional career.  Each student, while in an Education major program at a four-year college or university, will be asked to collect and look back over all artifacts created, create linkages among the artifacts, and reflect upon the learning that has occurred during the course of his/her entire sequence of Education classes.  Each student will develop a complete electronic learning portfolio that addresses all professional teaching standards prior to graduation with a Bachelors degree.  Even though graduation with a BA may seem many semesters away, Education students at Oakton must begin to plan and develop their electronic learning portfolios while completing Education courses offered at Oakton.

For a full listing of professional teaching standards met at Oakton and more detailed information on where this course fits into the entire Education program and individual portfolio development, go to the Education Program website: www.oakton.edu/educationprogram.
    

EDN Special Topics courses will address specific elements of one or more of the following:

Illinois Professional Teaching Standards (IPTS - 2013)
Standard 1: Teaching Diverse Students
The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Standard 2: Content Area & Pedagogical Knowledge
The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge and evidence-based practice.
Standard 3: Planning for Differentiated Instruction
The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
Standard 4: Learning Environment
The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.
Standard 5: Instructional Delivery
The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Standard 6: Reading, Writing & Oral Communication
The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Standard 7: Assessment
The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Standard 8: Collaborative Relationships
The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.
Standard 9: Professionalism, Leadership, and Advocacy
The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

There are three levels that indicate the level to which the standards / indicators identified are addressed:
Partially Introduced: Concepts are partially covered at a beginning level of knowledge and/or skill.
Introduced: Concepts are covered at a beginning level of knowledge and/or skill.
    Met: Concepts are covered at a proficient level of knowledge and/or skill.

V.    Academic Integrity

Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton's Code of Academic Conduct. This code prohibits:

• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.

There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Details of the Code of Academic Conduct can be found in the Student Handbook.

VI.   Sequence of Topics

Topics will vary according to the subject matter of the course.  For each topic, a detailed outline will be provided.

VII.  Methods of Instruction

Individual instructors will use an array of methods, which could include lectures, demonstrations, guest speakers, small group or full class discussions, student presentations, student debates, multi-media presentations, and/or field trips.
Course may be taught as face-to-face, media-based, hybrid or online course.

VIII. Course Practices Required

This course may be taught as a face-to-face, hybrid or online course.

Students in all EDN 290 sections must:
• Attend an Education Program orientation session during this course if they have not done so beforehand.
• Attend class, participate in class discussions, and fully engage in group work and individual assignments given as part of the class session.
• Purchase the required textbooks and bring the textbook to every class session.
• Complete the assigned readings before coming to class.  
• Complete work on time. Late work will not be accepted without consultation with the instructor.
• Possess the ability to read and understand college-level text material.  
• Submit written material free from typographical, spelling, and grammatical errors; typed, doubled-spaced, using 10 or 12 point normal fonts (Arial, Times New Roman), with 1-inch margins. When applicable, all citations should use APA format.
• Possess the ability to use basic technology, such as Desire2Learn (the on-line course management system used for all EDN courses), e-mail, Internet search engines, library research databases and presentation software.  Students should regularly check the D2L course site, at least once before each class session.  Class announcements are made via D2L. Students should e-mail the instructor within the D2L class shell. Students need regular access to the Internet, which is available in the computer labs at both campuses. Students should schedule a technology instruction session with the instructor during office hours if extra technological help is needed.
• Help the instructor create and maintain a safe and healthy learning environment for all students in the class. All students and the instructor should be treated respect and consideration.  Bullying, discriminatory, disruptive and/or disrespectful behavior can result in removal from the class and possible suspension or dismissal from the college.

Instructors of specific EDN 101 sections may create additional requirements of students, related to things such as:
• Specific attendance policies
• Specific policies regarding use of technology in the classroom
• Specific classrooms rules
• Specific academic requirements

IX.   Instructional Materials

Note: Current textbook information for each course and section is available on Oakton's Schedule of Classes.

Materials will be assigned according to the specific course focus.  They may include textbooks, books, research articles, digital material or other media.

X.    Methods of Evaluating Student Progress

Instructors of EDN 290 sections will create specific assignments based on the suggested assignments below. At least one assignment must be linked to each of the learning objectives of this course, which are based on the Illinois Professional Teaching Standards (IPTS) 2013. Assignments may apply to more than one IPTS. There may be some assignments or elements of the course that are specific to that section and do not align with one specific IPTS. Individual instructors must fill out the grid below and include brief descriptions of each assignment below the grid. Each assignment should also have a detailed assignment sheet and grading rubric that is available to students in addition to the syllabus.

IPTS (for example)

Assignment / Artifact (suggested, for example)

1A

Group presentation, debate, reflection paper or journal, D2L discussion, panel discussion, educational autobiography, interview, in-school observation tasks, current issue analysis

1B

 

2A

 

3A

 

4A

 

All sections of EDN 290 must include the following elements of evaluation:
 
A. Education Orientation
Students must attend an Education Program orientation session during this course if they have not done so beforehand. Instructors may give points or extra credit for completion of this requirement.

B. Learning Portfolio
Students must organize all their completed work for this course in an electronic portfolio. The portfolio should include the assignments / “artifacts,” a document that clearly links each artifact with one or more IPTSs, and a reflection by the student on the linkages among artifacts and the extent of their learning in the course.

C. Examinations
Student learning must be assessed by at least one examination or multiple quizzes. At least fifty percent of the assessments should be in class or in a proctored testing center and be closed book, closed notes.

D. Evaluation Scheme
Individual instructors must include a detailed breakdown of the possible points awarded for each assignment, as well as a tally of the total number of points available in the course.

E. Final Grade

90% - 100%   = A
80% - 90%     = B
70% - 80%     = C
60% - 70%     = D
Below 60%      = F

XI.   Other Course Information

A. If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services.  To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements.  The College will not waive any essential skill or requirement of a course or degree program.

B. Instructor Contact Information
Instructors will provide their contact information and office hours.

C. This course may transfer as an Education major requirement or elective to many 4-year colleges and universities; however, in order to transfer, students must attain a “C” or better in the course. For more information about the transferability of this and other Oakton Education courses, see the Education Program website (www.oakton.edu/educationprogram).

D. Important dates
Instructors will insert the current college calendar of important dates.



If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.