College of Education Conceptual Framework COE Conceptual Development and Knowledge Base

College of Education Conceptual Framework
COE Conceptual Development and Knowledge Base
The conceptual framework contains four core concepts, which are themes through which we
organize and deliver our programs; hence they are central to our vision of professional educators
and scholars. These include:
Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission Statement
To prepare highly skilled professionals to assume roles and positions in teaching,
research, educational leadership, and human development.
To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the cultural
and linguistically diverse learner.
To continuously develop a dynamic local, state, national, and international, dimension
that promotes innovations and contributes to scientific educational, economic, and
social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fully-accredited
and as a nationally and internationally respected college in the areas of science, mathematics,
educational technology and intercultural dimension (language, literacy, culture and
interdisciplinary studies in regard to preparing teachers, counselors, administrators,
educational researchers, and professional at all levels, not only for the school system but for
other economical and service areas which require training, human resources, development
and life-long learning.
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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 scholarship
of its faculty, and the leadership and service they provide to the local, regional, and national
educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the effectiveness of the
programs. You will receive one survey in the final semester prior to graduation regarding the operations of the unit
during your time here. A second survey will occur within one year following graduation from or completion of a
program, and will be sent to your employer. This survey will focus on the preparation received at UTB/TSC. Please
remember that your response to these surveys is critical to UTB/TSC excellence.
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EPSY 4322: Human Development and Instruction
Spring 2012, Tuesday 4:25-7:05 pm, MRCS 110
Jaime H. García, Ph.D.
Office: EDBC 2.118
Phone: 882.7343
jaime.h.garcí[email protected]
Office Hours:
Mon and Wed 3:00-5:00;
Tues 2:00-4:00;
and by appointment
Required Text: Seifert, K. & Sutton, R. (2011). Educational Psychology, 3rd ed. Athens, GA:
University of Georgia Global Text Project.
Course Description (from UTB Catalog): The principal focus of this course is on major
theories of the teaching-learning process and human growth and development as they relate to
the secondary school. It includes the effect of cultural differences upon teaching as well as the
needs of special learners. Measuring and evaluating student achievement are examined.
Prerequisites: EDCI 4301 or concurrent enrollment.
Course Objectives:
By the end of this course, you should understand and be able to:
1. Explain different theories of learning
2. Discuss implication of learning theories to teaching
3. Apply specific learning theories to teaching
4. Discuss the role of motivation to learning
5. Develop materials to assess student learning
6. Explain the role of culture in the classroom
TExES Competencies:
This course deals with many of the Pedagogy and Professional Responsibilities Standards of the
TExES exam. Many of the competencies are directly addressed in this class. The standards can be
found at the Texas State Board of Educator Certification. You should visit their website and print a
copy of these standards for your records.
Attendance:
Prompt and regular attendance is required. The student may be dropped from the class after two
absences. Tardiness of fifteen minutes or more will be considered an absence. Students are
expected to attend the entire class session. Students leaving prior to the end of class will
considered absent. Students are allowed one absence without excuse. For each additional
absence the final grade will be reduced by five percent.
Attendance also includes being prepared for class. Prior to the class meeting, you should read
the chapter to be discussed. Preparation may be assessed through questions provided at the
beginning of class. Responses to these questions will be used, in part, to determine the
participation criteria of the final grade.
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Course Requirements:
Project Options:
One: You will be collecting twenty comic strips that relate to one of the theories or concepts
covered in class. Once collected you will write a two page summary of the theory or concept you
selected and organize the comic strips with a three to four sentence explanation of how the comic
strip relates to the theory.
Two: You will volunteer at a community tutorial program. I have worked with Proyecto Juan
Diego in Cameron Park and they always have a need for volunteers. Other locations include Good
Neighbor, Brownsville Housing Authority, and Boys and Girls Club. Once you complete a
minimum of six hours you will write a four page paper that includes: a) your assumptions and
expectations before you went, b) a description of the service you provided, c) a connection to a
theory or concept covered in class, and d) how the experience influences you as a prospective
teacher.
Examinations: Three examinations will consist of both multiple choice and essay questions that
deal with the theories and concepts discussed in class as well as text.
IMPORTANT NOTE ON DEADLINES: Since assignments for classes are carefully
scheduled to allow me to thoroughly evaluate them, late assignments will have one full grade
deducted for each three days they are late. Thus, the highest grade possible for an assignment
turned in six days late is a “C.” If you will be unable to attend class on the date an assignment is
due, please make arrangements to have the assignment delivered to my office.
Evaluation:
Assignments
Project
Exam 1
Exam 2
Exam 3
Participation
20%
25%
25%
20%
10%
Grades
A
90-100
B
80-89
C
70-79
D
60-69
F
<70
Class Disruptions and Cell Phones: Turn off and store all cell phones and pagers before
entering class.
Use of Laptops during Class: Taking notes on laptops is perfectly acceptable. Using your
laptop to do anything other than take notes is not acceptable. It is generally very clear when
laptops are being used for note taking and when they are being used for other purposes. Note
will be taken of misuse of laptops in the classroom and will be taken into account in determining
participation grade.
Grade Appeals: If you (the student) do not agree with a grade on an assignment, quiz, etc…it is
your (the student’s) responsibility to appeal the grade to the instructor within two days after the
assignment was returned.
Copyright Infringement: Unauthorized duplication of copyrighted material are subject to
appropriate disciplinary actions as well as those civil remedies and criminal penalties provided
by federal law.
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Tentative Schedule
Dates
Topics
Readings
17 Jan
Introduction, Research in Educational Psychology,
Reflective Teaching
Chapter 1,
Appendix C
24 Jan
Theories of Development
Pages 29-37, 44-47
31 Jan
Theories of Development
7 Feb
Diversity in the Classroom
Pages 38-43, 48-51,
53-63
Chapter 4
14 Feb
Sociocultural Considerations
Chapter 4
21 Feb
Exam 1
28 Feb
Behavioral Learning Theory
6 Mar
Information Processing and Learning
Chapter 7, Pages
25-29
Chapter 9
20 Mar
Constructivist Learning Theory and Problem Solving
Chapter 9
27 Mar
Classroom Communication
Chapter 8
3 Apr
Exam 2
10 Apr
Motivation
Project due
Chapter 6, Pages
51-53
17 Apr
Classroom Assessment
Chapters 11
1 May
Standardized Tests
Chapter 12
8 Apr
Final Exam
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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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