Genesee Course Catalog

Official Course Information

Please select a Course Section from the List below or use the Search box on the right if you know the Title.

Education Courses:

EDF201 - Educational Foundations 1
Credits: 3 Catalog Description: Provides knowledge, understanding, and skill from the study of the key foundational elements of the American educational system: historical development, philosophical assumptions, learning theory, school governance, and societal/cultural implications. Analyzes the interrelatedness of these elements and the influences each has on education. Three class hours. Prerequisites: Sophomore status or permission of the instructor. Completion of ENG 101 and a G.P.A. of 2.0 or higher. Lecture: 3 hrs. Student Performance Outcomes: Based upon objective course examinations, class discussions, presentations, activities, and written assignments, upon successful completion of the course students will be able to: 1.Identify and trace the historical roots and development of American education, with a particular emphasis on social justice and diversity issues. 2.Identify and explain orally and/or in writing a minimum of four major philosophical ideas and trends and three major theories of learning and their impact on the aims of education and the development of curricula. 3.Reflect critically on the aims of education and a minimum of four philosophical orientations so as to construct an initial personal philosophy of teaching/education. 4.Reflect critically and be able to identify and explain orally and/or in writing a minimum of three ways that society and culture shape current educational practice. Emphasis shall be placed on exploring issues related to gender/race/class/special education/sexuality/religion/ability. 5.Discuss orally and/or in writing the main political, economic, and legal foundations by which schools are governed and controlled. 6.Reflect critically and discuss orally and/or in writing contemporary issues and future trends in education and demonstrate an ability to present opposing arguments (e.g., technology, school vouchers; standardized testing, etc.). 7.Reflect critically and share experiences, views, and values regarding their pursuit of a career in education, professionalism, ethics, the role of the teacher, and teaching as a profession, including participation in a minimum of two professional development activities. 8.Construct a teaching portfolio that minimally contains: a current resume, philosophy of education, evidence of professional development, one letter of reference/recommendation, and an artifact of the student's best work. 9.Write a minimum 4-5 page research paper that includes: a.Locating a minimum of two current educational research articles using the Genesee Community College on-line databases b.Reading, interpreting, and evaluating that research c.An awareness that educational research has practical implications for effective classroom interaction d.Writing a report in accordance with professional standards as determined by the instructor (APA/MLA)* 10.Identify in writing their immediate and long-term goals as educators and investigate personal certification as well as the transfer requirements for successful completion of their teacher transfer program needs. * This course objective has been identified as a student learning outcome that must be formally assessed as part of the College's Comprehensive Assessment Plan. All faculty teaching this course must collect the required data (see Assessing Student Learning Outcomes form) and submit the required analysis and documentation at the conclusion of the semester to the Office of Assessment and Special Projects. Content Outline: I.Teaching as a Profession A.What Does it Mean to be a Professional B.The Current Status of Teaching C.Professional Organizations II.Historical Foundations of Education A.Antecedents of American Education B.Colonial American Education C.20th Century Developments in Education III.Philosophical Foundations of American Education A.What Is Philosophy B.The Concerns of Philosophy C.Educational Philosophies in American Schools D.Child-Centered versus Subject-Centered Philosophies IV.Educational and Learning Theories: An Overview A.Conceptions of Learning B.Prescientific Learning Theories C.The Influence of Psychological Theories D.Learning Theories and Curriculum Practice V.How American Education is Controlled, Organized, and Supported A.Legal Aspects of Education B.Organizing and Administering Public Education C.Financing Public Education VI.Society/Culture and School A.The American Value System B.Culture, People, and the School C.Social Problems Affecting the School D.The Response of Society/Culture to Social Problems E.Diversity and the School F.Providing Equal Educational Opportunity VII.Current Trends in Education A.Key Issues in Educational Technology B.International Education C.Reform Initiatives Grading: Determined by the individual instructor. All students are required to actively participate in the class activities, complete the philosophy of education, create a teaching portfolio, and write a minimum 4-5 page research paper. Students must complete all assignments and/or examinations at a cumulative level of 70% or better. Effective Term: Spring 2005

EDF201 - Educational Foundations 1

Credits: 3

Catalog Description: Provides knowledge, understanding, and skill from the study of the key foundational elements of the American educational system: historical development, philosophical assumptions, learning theory, school governance, and societal/cultural implications. Analyzes the interrelatedness of these elements and the influences each has on education. Three class hours. Prerequisites: Sophomore status or permission of the instructor. Completion of ENG 101 and a G.P.A. of 2.0 or higher.

Lecture: 3 hrs.

Student Performance Outcomes:
Based upon objective course examinations, class discussions, presentations, activities, and written assignments, upon successful completion of the course students will be able to:

1.Identify and trace the historical roots and development of American education, with a particular emphasis on social justice and diversity issues.

2.Identify and explain orally and/or in writing a minimum of four major philosophical ideas and trends and three major theories of learning and their impact on the aims of education and the development of curricula.

3.Reflect critically on the aims of education and a minimum of four philosophical orientations so as to construct an initial personal philosophy of teaching/education.

4.Reflect critically and be able to identify and explain orally and/or in writing a minimum of three ways that society and culture shape current educational practice. Emphasis shall be placed on exploring issues related to gender/race/class/special education/sexuality/religion/ability.

5.Discuss orally and/or in writing the main political, economic, and legal foundations by which schools are governed and controlled.

6.Reflect critically and discuss orally and/or in writing contemporary issues and future trends in education and demonstrate an ability to present opposing arguments (e.g., technology, school vouchers; standardized testing, etc.).

7.Reflect critically and share experiences, views, and values regarding their pursuit of a career in education, professionalism, ethics, the role of the teacher, and teaching as a profession, including participation in a minimum of two professional development activities.

8.Construct a teaching portfolio that minimally contains: a current resume, philosophy of education, evidence of professional development, one letter of reference/recommendation, and an artifact of the student's best work.

9.Write a minimum 4-5 page research paper that includes:
a.Locating a minimum of two current educational research articles using the Genesee Community College on-line databases
b.Reading, interpreting, and evaluating that research
c.An awareness that educational research has practical implications for effective classroom interaction
d.Writing a report in accordance with professional standards as determined by the instructor (APA/MLA)*

10.Identify in writing their immediate and long-term goals as educators and investigate personal certification as well as the transfer requirements for successful completion of their teacher transfer program needs.

* This course objective has been identified as a student learning outcome that must be formally assessed as part of the College's Comprehensive Assessment Plan. All faculty teaching this course must collect the required data (see Assessing Student Learning Outcomes form) and submit the required analysis and documentation at the conclusion of the semester to the Office of Assessment and Special Projects.

Content Outline:
I.Teaching as a Profession
A.What Does it Mean to be a Professional
B.The Current Status of Teaching
C.Professional Organizations

II.Historical Foundations of Education
A.Antecedents of American Education
B.Colonial American Education
C.20th Century Developments in Education

III.Philosophical Foundations of American Education
A.What Is Philosophy
B.The Concerns of Philosophy
C.Educational Philosophies in American Schools
D.Child-Centered versus Subject-Centered Philosophies

IV.Educational and Learning Theories: An Overview
A.Conceptions of Learning
B.Prescientific Learning Theories
C.The Influence of Psychological Theories
D.Learning Theories and Curriculum Practice

V.How American Education is Controlled, Organized, and Supported
A.Legal Aspects of Education
B.Organizing and Administering Public Education
C.Financing Public Education

VI.Society/Culture and School
A.The American Value System
B.Culture, People, and the School
C.Social Problems Affecting the School
D.The Response of Society/Culture to Social Problems
E.Diversity and the School
F.Providing Equal Educational Opportunity

VII.Current Trends in Education
A.Key Issues in Educational Technology
B.International Education
C.Reform Initiatives

Grading:
Determined by the individual instructor. All students are required to actively participate in the class activities, complete the philosophy of education, create a teaching portfolio, and write a minimum
4-5 page research paper. Students must complete all assignments and/or examinations at a cumulative level of 70% or better.

Effective Term: Spring 2005