Topics in Educational Foundations
I. Course Prefix/Number: EDN 290
Course Name: Topics in Educational Foundations
Credits: 1-4 (1-4 lecture; 0 lab)
III. Course (Catalog) Description
IV. Learning Objectives
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 and Student Conduct
• 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.
Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
VI. Sequence of Topics
VII. Methods of Instruction
Course may be taught as face-to-face, hybrid or online course.
VIII. Course Practices Required
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
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
IPTS (for example)
Assignment / Artifact (suggested, for example)
Group presentation, debate, reflection paper or journal, D2L discussion, panel discussion, educational autobiography, interview, in-school observation tasks, current issue analysis
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.
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
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.
Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.
Resources and support for
- pregnancy-related and parenting accommodations; and
- victims of sexual misconduct
Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.