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Curriculum Development & Program Planning
EDU 621
Course
Syllabus
Spring 2007
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Instructor Dr.
Merryellen Towey Schulz
WAB 260
Office 402-399-2432
Home 558-0789
E-Mail: mschulz@csm.edu |
Class Meetings:
04/21/2007 - 05/26/2007
Office Hours
Monday 3-5,
Tuesday & Thursday
10:45 – 12:00 & 3:00 – 5:00
Friday - by
appointment
Course Web Site
http://education.csm.edu/Graduate/edu621.htm
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Class Materials:
Texts
Posner, G. (2007).
Analyzing the Curriculum. McGraw Hill: Boston.
Students will also be
required to explore readings/research independently as appropriate for
specified learner population and learning objectives.
Periodicals
Educational Leadership
Phi Delta Kappan
Subject matter journals (e.g.
Social Education)
Elementary School Journal
Curriculum Inquiry
Web Sites
ASCD Web Site
AERA Web Site
Phi Delta Kappa
Register for ASCD
Smartbrief Newsletter
Course Description
Using sound principals of
curriculum development and instructional design, implementation and
evaluation, students learn to create a meaningful and significant
teaching-learning environment for all students. Students will examine
effective practices, procedures and theories for the development,
implementation and evaluation of quality curriculum. A major focus of
the course is the theoretical relationship among curriculum, instruction
and assessment as basic for creating and evaluating standards-based
curriculum. Approaches to standards-based curriculum and assessment are
explored and applied to PK-12 classrooms. Curriculum issues and theories
about curriculum are analyzed throughout the course. (Many components of
this course are in an on-line format.) Students will examine research
best teaching practices and apply them.
Prerequisites: Admission
to graduate program or permission
Student Learning Objectives:
Upon successful completion of
this course, students should be able to:
1. Examine
assumptions, philosophies, and theories with attention to
developing a learner focused curriculum.
2. Examine methods
and issues in planning, managing, and evaluating educational
programs in schools.
3. Design and
organize a curriculum and evaluation plan for a course or
program.
4. Identify
curriculum evaluation questions and describe appropriate
evaluation models.
5. Discuss relevance
of societal trends, professional issues, and educational issues,
in development of education curriculum to meet the needs of
diverse student populations.
6. Discuss the
effects of ethical/legal issues and competing value systems on
curriculum development and implementation.
Excellent written
communication and oral communication will be expected. Problem solving,
critical thinking, moral reasoning, and growth in spiritual awareness
and leadership will be emphasized.
Web-enhanced modules,
projects, group activities, online discussions and student presentations
are used to develop knowledge base of theories, concepts and research
related to curriculum design and program development.
Attendance Policy
Attention to online
activates, attendance at scheduled classes and designated, individually
arranged appointments with instructor are expected. Missing a class
meeting will require makeup assignments to assure that you will meet all
course objectives. Timelines are to be met. Inability to meet with
faculty or meet timelines will affect the final grade. Active
participation in the Discussion Board is essential.
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Course Requirements
See Course Web Site for
complete description of assignments.
Student Evaluation and
Grading
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Total
Percentage/Grade Earned |
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98 - 100 A+
94 - 97 A
90 - 93 A-
88 - 89 B+
84 - 87 B
80 - 83 B- |
78 - 79 C+
74 - 77 C
70 - 73 C-
68 - 69 D+
64 - 67 D
60 - 63 D- |
Feedback on projects
You will receive feedback on projects and mini-projects in a
variety of ways: from your instructor, from other students, and
as you complete self-assessments. Feedback may be individualized
to you or shared with the group. If at any time in the course
you feel you need additional feedback on a project (either while
completing the project or at project completion) please contact
your instructor.
Grading Rubric
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A- The content is
insightful. It addresses the assignment in a way that indicates
your comprehension of and control over the assignment itself as
well as an understanding of the underlying issues. The message
is communicated clearly, concisely and directly. There is a
confidence in this project. |
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B- The content
meets and, at times, exceeds the basic requirement of the
assignment. The project indicates that you are beginning, at
times, to think through and deal with major ideas in the
assignment. The message is communicated with generally effective
clarity, directness and conciseness. Some unevenness in
writing/communication may be apparent. |
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C- While the
content offers little insight into the greater issues of the
assignment, it meets the basic requirements. The message, for
the most part, is reasonably clear, concise and direct, although
there may be unevenness in the writing/communication |
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D- The basic
requirements of the assignment are only partially met.
Additional revision is necessary if you are to communicate the
message clearly. There is considerable unevenness in the
writing/communication. |
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F- The
assignment's basic requirements are met only marginally or are
not met at all. The writing/ communication is not clear, concise
or direct. |
Laptop Use
Laptop use in classrooms
creates new and exciting possibilities for teachers and students when
used appropriately. Please use your laptop ethically and for
educational purposes and activities permitted by the instructor.
Unacceptable uses include: instant messaging, e-mailing, unassigned
Internet browsing, game-playing and completing homework for other
classes. Violations of this request will result in withdrawal of
permission to use the laptop in this class and may affect your grade in
the course.
Special Accommodations
If you have a certifiable
learning or physical disability and require special accommodations,
please call and make an appointment with the disabilities coordinator in
the Achievement Center ADA office at 399-2366. Considerable lead-time
is required for accommodations, so it is important that your request is
received in the Achievement Center ADA office as early in the semester
as possible. Please note: your request will be handled
confidentially.
Policy
for Academic Honesty
Plagiarism, defined as the
use of another’s words and ideas as one’s own, does not benefit
students. It creates dependencies that are non-productive.
References must be cited and quotation marks used in direct quotes.
Crediting authors with ideas in paraphrasing and rearranging is
effective writing. Academic dishonesty includes cheating on exams
or quizzes, representing someone else’s work as your own work or working
jointly on a project that is expected to represent only one student’s
original and individual work.
Evidence of plagiarism or
academic dishonesty in all institutions carries serious consequences,
such as loss of grade and standing. These are serious offenses and
will not be tolerated. If a student is guilty of academic
dishonesty, it is noted in the student information data base and becomes
a part of her academic record and is available to advisors and faculty.
The complete Academic Honesty Policy is available on the Teacher
Education website and in the Teacher Education Handbook.
Declaration of Open Discourse
In the spirit of intellectual
inquiry, College of Saint Mary is committed to the exchange of diverse
ideas and viewpoints. In this environment, honest discourse
is valued; demeaning remarks are not tolerated. Each member of the
campus community is encouraged to:
Recognize the basis
of her or his own assumptions and perspectives,
Acknowledge the
assumptions and perspectives of others,
Promote understanding
and respectful dissent.
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