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Online classes

Effective: Early Spring 8-Week 2017/2018

EDUC 504: Curriculum Design & Evaluation

Course Description

The study of curriculum design from historical precedent to current models of curriculum construction, implementation, and evaluation.

Prerequisite: Graduate Standing

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Peddiwell, A.. (2004). The saber-tooth curriculum.New York: McGraw-Hill.
    • [ISBN-978-0-07-142288-8]
  • Wiles, J. and Bondi, J.. (2015). Wiles and Bondi (9th ed.). New York: Pearson.
    • [ISBN-978-0-13-357232-2]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

This course is designed so that upon completion, you, the master level educator, can interpret, design, write, and evaluate curriculum.  To that end, you will produce an authentic, comprehensive curriculum plan, complete with evaluation and professional development goals necessary to implement the design.  Additionally, you will evaluate others’ curricula.


Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Objectives

  • To identify philosophical and psychological theories and research that has influenced and/or continue to influence the development of a curriculum.
  • To identify alternative organizational approaches including systematic, experimental, developmental, activity, social, constructivist, integrated, thematic, subject matter, multicultural, independent, cooperative, and ecological.
  • To trace the development of curriculum from ideal to formal, to instructional, to operational, to experimental.
  • To identify alternative methods for evaluating the effectiveness of a given curriculum

Measurable Learning Outcomes

  • Discussion of key theorists in the field of curriculum design.
  • Description of the types and sources of influence outside of education that affect curricular decisions, including legal, political, and administrative.
  • Description of the role of professional development in curriculum development.
  • Construction of a personal model for use in references to theory and research.
  • Construction of a one semester curriculum within a specified content area and development from ideal through experimental.
  • Construction of an evaluation system for the one semester curriculum.

Grading

Grading Scale
Grade Points Percent
A 180-200 90-100%
B 160-179 80-89%
C 140-159 70-79%
F 0-139 0-69%
Grade Weights
Assignment Category Points Percent
Discussions 45 22%
Definition of Curriculum 5 2%
Research Paper 50 25%
Curriculum Management Plan 70 35%
Professional Development Plan 30 15%
Total 200 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Definition of Curriculum 5 Sunday
Discussion 1 0
Discussion 2 3
Week 2
Assignment Points Due
Discussion 3 3 Sunday
Discussion 4 3
Week 3
Assignment Points Due
Discussion 5 3 Sunday
Discussion 6 3
Research Paper 50
Week 4
Assignment Points Due
Discussion 7 3 Sunday
Discussion 8 3
Week 5
Assignment Points Due
Discussion 9 3 Sunday
Discussion 10 3
Week 6
Assignment Points Due
Curriculum Management Plan 70 Sunday
Discussion 11 3
Discussion 12 3
Week 7
Assignment Points Due
Discussion 13 3 Sunday
Discussion 14 3
Professional Development Plan 30
Week 8
Assignment Points Due
Discussion 15 3 Saturday
Discussion 16 3
Total Points 200

Assignment Overview

Discussion

Discussion postings should be complete by Sunday of each assigned week. Discussion is the heart of learning for this course. Therefore, you are expected to thoroughly answer discussion questions, participating in one or two discussion per week, responding to at least two classmates in each discussion.

Papers

Curriculum Definition: Definition of curriculum based on the readings and your own experiences.
Research Paper: Research paper documenting key theorists in the historical development of curriculum design and the influences (including legal, political, and administrative) that have played integral roles in shaping curriculum as we know it. Must include at least ten sources.
Curriculum Management Plan (CMP): Comprehensive, one semester CMP in a content area of choice. The curriculum will be revised after it has been evaluated by class members.
Professional Development Plan (PD): A long-range plan for professional development will be developed. The plan must include any identified needs so that other teachers will embrace the philosophy of the curriculum and be ready to implement it. Additionally, the plan also must identify the venues by which the needs are to be


Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Introduction to Curriculum Design and Evaluation
Readings
Read all of the Peddiwell text and Chapter 1 of the Wiles and Bondi text.
Definition of Curriculum
After reading Chapter 1 of Wiles and Bondi and the Peddiwell book, define curriculum. Your definition should be based on the work of at least 3 curriculum theorists and/ or historians who have strived to capture the essence of what curriculum is and should synthesize your experience and new learning. The definition should be no longer than one page, double-spaced.
Discussion 1
Introduce yourself and be sure to include your current job position, any experiences that you have had with curriculum, as detailed in Chapter 1 of Wiles and Bondi, and any personal interests. Be sure to follow the discussion rubric.
Discussion 2

Conduct an online book talk on the Peddiwell book.

  • Post the most important connection or conclusion that you drew from the book
  • Respond to classmates’ connections and conclusions to keep the conversations going.
Week 2: Philosophy and Curriculum Design
Readings
Wiles and Bondi, Chapter 2
Discussion 3
What is your philosophy of curriculum? What are the sources of your knowledge that shape your philosophy of curriculum?
Discussion 4
What evidence of the major educational philosophies do you see in school curriculum today? How does philosophy guide the organization and implementation of curriculum?
Week 3: Curriculum in Public and Other Schools
Readings
Wiles and Bondi, Chapter 3
Discussion 5
What types of schools -- private, religious, and charter schools -- are growing in number? Do some research online and post links to video and other visual text to describe these schools. Add some textual information about what types of curricular focus these schools employ, such as interdisciplinary learning, mentoring, integrated content, service learning, cooperative learning, and so on. Then, follow up this main post with responses to your classmates.
Discussion 6

Select one of the following questions to respond to. When replying to classmates, please select a different question so that you are engaged in all of the topics this week.

  • What relationship does a goal setting process have with curriculum design?
  • To what extent should curriculum be integrated with other disciplines in the school? Why? How and to what extent should curriculum be evaluated?
  • What role does professional development have in the formulation of effective curriculum?
Research Paper
The paper should synthesize curriculum theorists, history, and influences, including legal, political, and administrative.  You must cite at least 10 sources. It should bring together your research and your personal experience. (See rubric in the course Content)
Week 4: The Standards Move to Classrooms
Readings
Wiles and Bondi, Chapters 4 and 5
Discussion 7
Post an example of curriculum from your school district or an example that you have found via online research. How do the examples of curriculum posted by students compare to the CMPs posted in the course? What are the similarities? What are the differences?
Discussion 8

Common Core State Standards are being implemented and debated across the nation. What are standards and what do they look like in your state?

  • Have the Common Core State Standards (corestandards.org) replaced your state’s standards? What has remained the same and changed, since the advent of the Common Core? How has curriculum changed to accommodate the standards movement?
  • What is your position on the implementation of the CCSS?
  • How can standards be modified to accommodate individual philosophies of teachers?
Week 5: Curriculum Deliver in Elementary and Middle School Classrooms
Readings
Wiles and Bondi, Chapters 7 and 8
Discussion 9

Select one of the following questions to respond to. When replying to classmates, choose a different question so that you are engaged in a variety of topics in this week’s discussion.

  • What elementary school trend holds the most promise in your opinion? What trend are you skeptical of?
  • What is the role of reading in the elementary curriculum?
  • Why are middle schools struggling to survive?
Discussion 10
If you were “School Superintendent of the United States,” how would you structure elementary and middle schools? Why?
Week 6: Curriculum Design in Secondary Schools and Beyond
Readings
Wiles and Bondi, Chapter 9
Curriculum Management Plan
Submit your completed Curriculum Management Plan to the Dropbox.
Discussion 11
To what extent are charter schools, magnet schools, alternative schools, and other manifestations of secondary school curriculum that has not changed? To what extent should secondary schools train young people for work and life beyond school?
Discussion 12

Select one of the following questions to respond to. When replying to classmates, choose a different question so that you are engaged in a variety of topics in this week’s

  • The authors suggest that high school reform movements have more to do with preparation for college than for changing the curriculum. Do you agree or disagree? Why?
  • How can educational leaders give direction to the secondary school, while regaining decision making responsibilities from special interest groups and politicians?
Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: The Future
Readings
Wiles and Bondi, Chapters 6 and 10
Discussion 13

Select one of the following questions to respond to. When replying to classmates, choose a different question so that you are engaged in a variety of topics in this week’s discussion.

  • In your opinion, how will technology change curriculum and the actual structure of school? Post video links to acquaint us with the “future” of educational
  • How does the changing nature of work, in the global sense, affect school curriculum?
Discussion 14

Select one of the following questions to respond to. When replying to classmates, choose a different question so that you are engaged in a variety of topics in this week’s discussion.

  • Do you think that trends such as home schooling and high dropout rates are symptomatic of the need for fundamental curricular changes? Why or why not?
  • Jonathon Kozol describes the plight of urban education in our schools today as a holocaust. Do you agree? Why or why not?
Professional Development Plan
Post your completed Professional Development Plan to the Dropbox. Your PD should reflect all the needs identified in the CMP as well as the appropriate state standards. Follow the models found in the course Content.
Week 8: Wrap up
Discussion 15
Consider what criteria are necessary to evaluate CMPs. From these criteria develop an evaluation rubric for any CMP. Then, post your completed evaluation rubric and provide feedback for your classmates’ evaluation rubrics. (Do not provide feedback for the CMP; we have already done that activity!)
Discussion 16
What have you learned from the course? How will you use the information in the future?


Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

Late dropbox assignments will be accepted up to 1 week past the due date, but a 20% penalty will be imposed.  After 1 week, no late assignments will be accepted.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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