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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 200
Course Title: Law, Ethics, and Education
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of the legal and ethical issues in education from the contexts of historical, philosophical, social and administrative foundations of the discipline. Prerequisite: EDUC 100, may be taken concurrently.

 
Prerequisite(s) / Corequisite(s):

Prerequisite: EDUC 100, may be taken concurrently.

 
Course Rotation for Day Program:

Offered Fall.

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

Teachers, Schools and Society
By Sadker, D.M., Sadker, M.P., & Zittleman, K.R. (McGraw-Hill)
Recommended
Foundations of Education.
By Ornstein, A.C., Levine, D.U., Gutek, G., and Vocke, D. E. (Wadsworth)
Recommended
 
Course Learning Outcomes
  1. Demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, recognizing the potential for bias. (1.5)

  2. Applies knowledge of the theory of learning in all aspects instructional design. (2.3)

  3. Can plan learning activities to address students’ prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning. (2.5)

  4. Demonstrates an understanding that instruction should be connected to students’ prior experiences and family, culture, and community. (2.6)

  5. Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning. (5.3)

  6. Can explain ethical and legal implications of confidentiality of student records and can describe and analyze strategies to communicate student progress to students, families, colleagues, and administrators. (7.5)

  7. Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students. (8.1)

  8. Identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improving student learning. (8.2)

  9. Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure. (8.3)

  10. Understands the importance of collegial activities designed to build a shared mission, vision, values, and goals; participates in collaborative curriculum and staff development meetings and demonstrates the ability to collaborate with his/her cooperating teacher and supervisor to establish relationships in the school, district, and community.(9.1)

  11. Understands school-based systems designed to address the individual needs of students by working with the cooperating teacher/supervisor to engage with the larger professional community across the system to identify and provide needed services to support individual learners. (9.2

  12. Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being. (9.3)

 
Major Topics/Skills to be Covered:
  • Historical foundations of education: periods, figures, contributions
  • Philosophical foundations of education: major educational philosophies, representative philosophers, views of truth, beauty, value, ways of knowing
  • Historical foundation of American public education: events, constitutional law, critical legislations and court cases
  • Political organization, administration and structure of American public education - local, state and federal
  • Financial support of education -- sources, equity, alternatives
  • Sociological foundations of education: the school as a social system; the issues of race, ethnicity, social class, gender; diversity issues including handicapping conditions
  • Reform movements and impact on the schools
 

Recommended maximum class size for this course: 20

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them using your CougarTrack login and password when prompted.

 
Prepared by: Paul Hanna Date: November 29, 2016
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.

Office of Academic Affairs
15/03