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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 100
Course Title: Introduction to Education
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

EDUC 100 is an introduction to the teaching profession and the Teacher Certification Program at Columbia College. Students will examine the evolution of teaching and the current understanding of the knowledge, skills, and dispositions of an effective teacher. Global, national, state, and local perspectives are presented through contemporary issues facing teachers and schools, and students will reflect upon their related beliefs, motivations, and goals. Information will be provided about certification requirements, content area majors, Missouri Department of Elementary and Secondary Education requirements, and portfolio construction. Successful completion of 15 clock hours in the field is required. Pre-requisite: none. Offered Fall and Spring. $40 lab fee.

Prerequisite(s) / Corequisite(s):


Course Rotation for Day Program:

Offered Fall and Spring.

Text(s): Most current editions of the following:

By Koch, J (Cengage Learning)
Course Learning Outcomes
  1. To demonstrate knowledge of the academic language of the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri.
  2. To understand how to engage students in the methods of inquiry and research in his other respective discipline.
  3. To demonstrate an understanding that instruction should be connected to students' family, culture, and community.
  4. To understand the components and organization of an effective curriculum and the importance of creating aligned learning experiences, and to locate national and state standards and align them to learning outcomes.
  5. To understand how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
  6. To understand the concept of differentiated instruction and short­ and long-term instructional goal planning to address student needs in meeting curriculum objectives.
  7. To know how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning.
  8. To demonstrate awareness of managing time, space, transitions, and activities to create an effective learning environment.
  9. To recognize and identify the impact of classroom, school, and community culture on student relationships, classroom environment and learning.
  10. To demonstrate an awareness of basic classroom management techniques that reduce the likelihood of student misbehavior and address any misbehavior that does occur with the least disruption of instruction.
  11. To understand the importance of and develop the ability to use effective verbal and nonverbal communication techniques.
  12. To develop sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in communication with families.
  13. To reflect upon the goodness-of-fit for the teaching profession.
Major Topics/Skills to be Covered:
  • Thinking about teaching and learning
  • The evolution of schools and teaching practices
  • Looking at today’s students
  • Classrooms as learning communities
  • The impact of social forces on education: diversity, poverty, technology, globalization, etc.
  • Observing, preparing, implementing instruction and reflecting orally and in writing the instruction.
  • The road to teacher certification
  • Self-reflection
  • Professional development and improvement
  • Importance of field placement in schools and its relationship to becoming a certified teacher

Recommended maximum class size for this course: 20

Library Resources:

Online databases are available at You may access them using your CougarTrack login and password when prompted.

Prepared by: Linda Bradley Date: September 9, 2015
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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