Course Description:  Analysis of current trends and issues in education.  Focus on the change process in educational and social settings.

Rationale:  This class provides both an overview of areas of conflict in education as well ways of looking at the conflicts.  Educators are frequently asked to present their viewpoints on critical issues.  Being able to articulate his or her own viewpoints is a reasonable expectation for any professional educator.  At the same time, it is important that educators are able to understand and appreciate the views of others.  In some cases, the ability to compromise is critical to the resolution of problems facing educators.

Objectives:
 

1.  Students will acquire knowledge of current controversial issues facing educators.

2. Students will develop methods to examine and define viewpoints based on logic, common experience, controlled experiments, information and data, legal precedents and emotional appeals.

3. Students will develop a conceptual framework of some of the political, economic, cultural, social, and technological forces that contribute to the complexity of educational issues.

4. Students will understand the formal and informal roles of teachers and educational leaders that help shape school climate and culture.

5. Students will examine several methods for addressing conflict within the educational workplace.

6. Students will understand the importance of thinking critically and communicating accurately and effectively.

7. Students will recognize the fact that their personal convictions have both moral and ethical implications when used to influence the decisions made by others.

Course Texts and References

Noll, J. W.  (2007). Taking Sides:  Clashing Views on Educational Issues, (14th edition, expanded version). Guiliford, CT:  Dushkin.  Available through the SDSU Bookstore (605)688-4163.  There is a newer edition that comes out in January 2008, but we will use this edition since it is uncertain how many of you will be able to acquire it immediately.

In addition, students will be expected to make extensive use of the internet.  See the Links Page.

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Assessment of Student Learning:
 

a) All students will be expected to partake in discussions in the threaded discussion area in the website.  This will mean at least two postings per topic of a substantive nature within the week that the topic starts to be discussed.  As we will have two to three topics per week, there will be a minimum of 4 - 6 postings per week.   Grading of discussion will reflect whether it is substantive, timely, and well-reasoned with each providing 2 of the six points that will be assigned to each topic.  Discussion will determine 30% of the grade.

b) All students will be expected to write a paper on a selected topic in which the student presents a balanced and thoughtful explanation (reflecting at least 2 perspectives).  The paper should be in APA format with appropriate references.   This paper will be 30% of the grade.  A list of topics is available here.  Suggestions for alternative topics are welcome.  These papers will be posted on the web and will be the source for discussion topics during the last part of the course.  Papers will be graded in tems of format (6 points - should have references and cite those references as appropriate), the degree to which the paper has been researched (8 points), the degree to which the paper reflects multiple viewpoints (8 points), and the degree to which the discussion in the paper is well-reasoned (8 points).  The schedule for papers will be determined within the discussion area.

c) By end of class, each student will have written prepare a paper in which describes his or her philosophical position on education.  Be sure to include the purpose(s) of education (3 points), the nature of learning (3 points), the nature of human beings (3 points), and the appropriate means of carrying out the purpose(s) (3 points).  Each student must position herself or himself in terms of the categories of educational philosophy  (6 points).  The paper must also discuss how the student's viewpoint on at least three of the issues discussed in class is consistent with the philosophical position taken (12 points).  This paper will be an expected part of the end of program portfolio and will be used in evaluating students and program.  The paper will represent 30% of the grade.  It is due in the 14th week of the course.
 

d) Students will write a reflection paper in which they note what they have thought about over the course and what they think the future holds in terms of issues with which they will need to deal. This paper will be 10 percent of the grade and will be marked in terms of the degree to which it is adequately samples the course, as well as the degree to which it is thoughtful and reasoned.

Communication and Handing in Assignments
Communication will be through WebCT.  Please send assignments as attachments with e-mail except for your papers which will be posted on WebCT for all to read prior to the time you are scheduled for your topic.
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Academic Honesty
South Dakota State University has taken a strong and clear stand regarding academic dishonesty such as cheating and plagiarism.  The consequences of academic dishonesty range from disciplinary probation to expusion.  The full policies are found in Chapter 1 of the Student Code (01:10:25:01 - 01:10:25:04) within the Student Policy Manual.  A student charged with academic dishonesty who wishes to appeal that charge may follow the Appeals Procedure outlined in Chapter 2 of the Student Policy Manual (Academic Appeals and Classroom Standards) or contact the Vice President for Academic Affairs, SAD 230, (650)688-4173).

There are links to explanations and examples of plagiarism at http://learn.sdstate.edu/erionr/plagiarism.html

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Disability Statement
If you are a person with a disability and anticipate needing any type of accommodation in order to participate in this class, please inform me and make the appropriate arrangements with the Office of Disability Services (ODS). The Office of Disability Services is located in 110 West Hall. To schedule an
appointment call (605) 688-4504 and request to speak with Nancy Hartenhoff-Crooks, the Coordinator of Disability Services.
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Academic Freedom and Responsibility
Freedom in learning. Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should first contact the instructor of the course. If the student remains unsatisfied, the student may contact the department head and/or dean of the college which offers the class to initiate a review of the evaluation.

Tentative Schedule

Week 1 
1/16-1/18

Week 2 
1/22-1/25

Discuss:

Issue 1  Purpose of Education and How it Should be Carried Out
Issue 2  Standard Curriculum

Week 3
1/28-2/1

Week 4
2/4-2/8

Week 5
2/11-2/15

Week 6
2/19-2/22

Week 7
2/25-2/29

Week 8
3/3-3/7

Week 9
3/10-3/14

Discuss:
Issue 19  Educational Technology
Issue 18 Homework

Spring Break  3/17-3/21

Week 10
3/25-3/28

Week 11
3/31-4/4

Week 12
4/7-4/11

Week 13
4/14-4/18

Week 14
4/21-4/25

Discuss:
Student Papers

Week 15
4/28-5/2

Educational Philosophy paper due.

 
Week 16
 5/5-5/9

Reflection Paper due.