Course: EDUC 1301 Instructor:

INTRODUCTION TO THE TEACHING PROFESSIONS
Course:
Instructor:
Office:
Telephone:
Email:
Office Hours:
Class time:
Class location:
EDUC 1301
Lori Petty, PhD.
EDBC 2.122
(956) 882-7423
[email protected]
Monday 3:00 – 5:00
Tuesday 12:00 – 1:30
Wednesday 4:00 – 5:00
Thursday 12:00 – 1:30
All other times by appointment
Tuesday 4:25 – 7:05
Tuesday 7:15 – 10:00
EDBC 2.232
Course Description:
The course introduces students to education in society by analyzing historical,
social, political, economic, cultural, global, and legal issues in society.
Course Goals:
This course’ objectives are the following:
1. Provide a broad perspective of education by studying empirical data affecting
politics and public policy.
2. Identify the differences in modern educational practice to past and current
historical, social, political, economic, cultural, and global forces and analyze
how these ideas have been shaped over time.
3. Integrate the knowledge of learning and teaching toward applications in
today’s local, regional, and global society.
4. Understand the implementation, involvement and development of legal
aspects of education from a constitutional, statute, and case law perspective.
5. Recognize the role of education in developing political, economic, and social
structures in the United States and the world.
6. Recognize and understand the past, current, and future solutions to
educational policy and practice.
7. Developing
an
understanding
of
discrimination,
assimilation,
multiculturalism, and other concepts that underlay a democratic educational
system.
8. Develop an understanding of the responsibility that education plays in
developing a view of the ethnically diversified world.
9. Develop the ability of students to communicate effectively in written and oral
forms and exercise critical thinking about education practice in society.
10. Integrate the use of technology and information processing to explore
education practice in the United States.
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11. Provide students with opportunities to read critically educational research
literature that can be used to improve the learning process.
College of Education Mission
The College of Education has a three-part mission:
1. To preparedly highly skilled professionals to assume roles and positions in
teaching, research, educational leadership, and human development.
2. To provide undergraduate and graduate programs based on proven best
practice, knowledge acquisition, reflection inquiry, critical thinking, and
respect for the culturally and linguistically diverse learners.
3. To continuously develop a dynamic local, state, national, and international
dimension that promotes innovations and contributions to scientific,
educational, economic, and social change.
College of Education Mission Statement
The vision of the College of Education (COE) is to be consistently recognized
as fully-accredited and as a nationally and internationally respected college in the
areas of science, educational technology, and intercultural dimension (language,
literacy, culture, and interdisciplinary studies) in regard to preparing teachers,
counselors, administrators, educational researchers, and professionals at all levels,
not only for the school system but for other economical and service areas which
training, human resources, development and life-long learning.
The mission of the University of Texas at Brownsville and Texas
Southernmost College (UTB/TSC) Partnership “places excellence in learning and
teaching at the core of its commitment.” Teacher preparation programs of the
College of Education will be central to the mission of the University and will have
national prominence. It will be at the forefront in programs for English Language
Learners and, through teacher preparation, P-16 and life-long education initiatives
will be a model for helping to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates,
the scholarships of it faculty, and the leadership and service they provide to the
local, regional, and national educational communities in the previously recognized
areas. In summary, the vision of the COE is to be consistently recognized as a leading
educational community that:
 Develops collaborative, interdisciplinary, innovative teachers and leaders,
 Engages in scholarly inquiry in our priority areas that transforms our
educational practices,
 Enhances the human condition by working effectively with students and the
community across disciplines and agencies,
 Reinforce reflective practice in which professionals cultivate a presence of
mind that emphasizes continuous analysis of values, assumptions,
techniques, and strategies, underlying their practice and the consequences of
that practice on human subjects.
 Establishes a collaborative relationship with all stakeholders, and
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
Promotes social justice, tolerance and equity in an atmosphere where
diversity is valued.
College of Education Conceptual Framework Core Concepts:
The conceptual framework is based in fore core concepts as central to our
vision of professional educators and scholars. These include interculturalism,
interrelatedness, inquiry, and pedagogical leadership. As the College of Education,
we believe these core concepts are the themes through which we organize and
deliver the College’s programs.
Required Textbook:
Sadker, M. P. and Sadker, D. M. T. V. (2009). Teachers, Schools, and Society. 9th/ed.
New York: McGraw-Hill Companies, Inc. 10-DIGIT ISBN: 0077391071/ 13DIGIT ISBN: 9780077391072
Supplemental Readings: Will be provided by instructor
Method of Delivering Instruction:
1. Assigned readings, classroom activities, projects (200 points)
2. Instructor lectures and attendance (150 points)
3. Class Discussion participation (50 Points)
4. Pop Quizzes (100 points total)
5. Exams (500 points)
Unit Exams = 100 points each
Final Exam = 200 points
Grading Scale:
 900-1000………………….A
 800-899……………………B
 700-799……………………C
 600-699……………………D
 500-599……………………F
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Tentative Course Schedule:
ALL course activities, dates and other assignments are subject to change and may be altered by the
instructor at any time. Students should read all assignments before class so that they are familiar
with concepts and vocabulary and are able to participate in class discussions.
Class Date
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Chapter
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter12
Chapter13
Chapter14
Chapter 15
Page
Numbers
4-33
34-72
73-109
126-162
163-201
201-235
235-272
284-323
324-357
358-390
391-427
440-479
481-509
510-514
541-561
Activity and Assessment
Case Study Response 1
Bio Statement Due
Unit 1 Exam Chapters 1-4
Case Study Response 2
Unit 2 Exam Chapters 5-9
Statement of Beliefs due
Case Study Response 3
Unit 3 Exam Chapters 10-13
PowerPoint presentation due
Final Exam Chapters 1-15
Student contact with instructor:
A student is required to notify the instructor immediately if a problem arises with
development and/or implementation of the project occurs.
Course Policies:
1) Attendance is mandatory. Arriving late or leaving early can cause distraction
to others and is unprofessional and will result in a loss of points for that class
period. An automatic drop of one letter grade will occur after 3 absences.
2) Cell phones should be turned off or on silent, except in cases of emergency, as
discussed with the instructor. Calls or texts going off during class is
unprofessional and will not be accepted. Should one go off the student may
be asked to leave and will result in a loss of points for the day.
3) Complete all assignments by the due date. NO late assignments will be
accepted.
4) Please type all assignments according to APA style, unless otherwise
specified. Journal entries do not need to be typed.)
5) Absences will be dealt with on an individual bases and should be done only in
the case of a dire emergency. All absences will result in loss of daily points
and will require an extra assignment to supplement for the lost class period.
This will be decided upon between the instructor and the student.
Syllabus Disclaimer:
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While the provisions of this syllabus are as accurate and complete as
possible, the instructor reserves the right to change any provisions herein, not
covered by the URB/TSC Handbook of Operating Procedures or UT Regent Rule,
with notice if circumstances so warrant. Every effort will be made to keep students
advised of such changes and information about such changes will be available at all
times from the instructor. It is the responsibility of each student wo know what
changes if any, have been made to the provisions of this syllabus and to successfully
complete the requirements of this course. Questions regarding the information on
the syllabus and course requirements need to be addressed by the student when the
syllabus is received.
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Syllabus Addendum:
SATISFACTORY ACADEMIC PROGRESS (SAP)
UTB/TSC monitors academic progress every fall and spring semester to identify
those students who are experiencing difficulty with their courses. Satisfactory
Academic Progress (SAP) is based upon two components: GPA of 2.0 or higher
and successful course completion of at least 70% of course work attempted.
Students remain in good standing with the university and Financial Aid when both
criteria are met. Students who do not maintain these required minimum standards
will be placed on probation or suspension as appropriate. The complete
Satisfactory Academic Progress policy and the Undergraduate Satisfactory Academic
Progress for Financial Aid policy can be found in the current Undergraduate
Catalog. For more information, please visit
http://www.utb.edu/vpaa/sap/Pages/Home.aspx
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and expulsion from the University.
Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion,
submission for credit of any work or materials that are attributable in whole or in
part to another person, taking an examination for another person, any act designed
to give unfair advantage to a student, or the attempt to commit such acts. Since
scholastic dishonesty harms the individual, all students and the integrity of the
University, policies on scholastic dishonesty will be strictly enforced. (Board of
Regents Rules and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not
allow your peers to pressure you to cheat. Your grade, academic standing and
personal reputation are at stake. For a brief informative video on cheating and its
consequences click on “Academic Integrity at UTB/TSC” at this link:
http://www.utb.edu/sa/judicial/Pages/academicIntegrity.aspx
STUDENTS’ ACADEMIC RESPONSIBILITIES
Students are expected to be diligent in their studies and attend class regularly and
on time. Students are responsible for all class work and assignments. On
recommendation of the instructor concerned and with the approval of the Dean,
students may, at any time, be dropped from courses. This may result in a “W” or “F”
on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic Continuity Program,
academic courses, partially or entirely, will be made available on the MyUTBTSC
Blackboard course management system. This allows faculty members and students
to continue their teaching and learning via MyUTBTSC Blackboard
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http://myutbtsc.blackboard.com, in case the university shuts down as a result
of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying
faculty members and students of their responsibilities as a hurricane approaches
our region. If the university is forced to shut down, faculty will notify their
course(s). To receive credit for a course, it is the student’s responsibility to
complete all the requirements for that course. Failure to access course materials
once reasonably possible can result in a reduction of your overall grade in the class.
To facilitate the completion of class, most or all of the communication between
students and the institution, the instructor, and fellow classmates will take place
using the features in your MyUTBTSC Blackboard and UTB email system. Therefore,
all students must use Scorpion Online to provide a current email address. Students
may update their email address by following the link titled “Validate your e-Mail
Account” in MyUTBTSC Blackboard Portal. In the event of a disaster that disrupts
normal operations, all students and faculty must make every effort to access an
internet-enabled computer as often as possible to continue the learning process.
Emergency Notification System
UTB/TSC has implemented an emergency communication system to provide
students, faculty, staff and visitors with important information in the event of an
impending threat. This system allows UTB/TSC to send time sensitive notifications
via telephones, computers, indoor speakers in classrooms and laboratories, outside
speakers, e-mail messages, and announcements on the University’s home page:
www.utb.edu. The notification methods used will vary depending on the level of the
emergency. Messages will communicate the current situation and provide guidance
for what action needs to be taken immediately.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in the
semester so that the appropriate arrangements may be made. In accordance with federal
law, a student requesting accommodations must provide documentation of his/her
disability to the Disability Services counselor. For more information, visit Disability
Services in the Lightner Center, call 956-882-7374 or e-mail [email protected]
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