*PRINT (2) CONTENT SYLLABUS 1.

(3A) PERSONAL DATA SHEET (last pg. of this syllabus-turn in ASAP week)
EDU 201 Introduction to Elementary / EDU 202 Introduction to Secondary Education 3 credits

Professor Robert L. Shkorupa

College of Southern Nevada
Education Department
North Las Vegas Campus
(Sort Code CYS222)
3200 E. Cheyenne Ave.
E-mail: robert.shkorupa@csn.edu
Telephone: (702) 651-4333
Fax: (702) 651-4908
Office: North Las Vegas Campus
Room #E204A

*General Information (highlighted in YELLOW) *Assignments & Readings (in RED)

*Instructor to provide as URL Link / Posted access in CANVAS in Files
COURSE DESCRIPTION:
This introductory course in teacher education examines the role of the teacher in today’s society; historical, philosophical, cultural, and social
domains will be investigated. Strategies for effective interpersonal communication as well as the foundations for the hypothetical practice of teaching
will be explored at an introductory level. Various settings, problems, and issues related to contemporary schooling and its complexities will be
addressed.

COURSE OBJECTIVES:
Upon completion of this course, the student will be able to respectively:
1. Investigate past & current issues in education.
2. Characterize the typical/atypical day in the life of a teacher.
3. Interpret the roles and responsibilities of teachers in U.S. public/private schools.
4. Describe the sequence of courses and requirements leading to licensing in a respected discipline in Nevada.
5. Inspect one’s personal vs. the theoretical views of effective elementary/secondary school teaching as applicable to current public/private
school settings.
6. Explore the historical/philosophical foundations of public education.

Assignments:
A. Personal Data Sheet with Photo attached
B. Establish a Personal Reflective Definition of:
1. Learning
2. Discipline
3. Behavior
4. Classroom Management
C. / C1. ARTIFACT-Topic Choice (C. Lesson Plan) & (C1. Teaching Presentation)
Practice writing, and presentation techniques toward a professionalism that is expected in the field of education; grounded in theory, but
practical in application. Research your selected topic & execute a Lesson Plan & Teaching Presentation using Power Point
technology.
D. ARTIFACT -Write a Philosophy of Education paper
E. Chapter Quizzes
F. Mid-Term / Final Exam
G. Answer the questions: Important issues in the History of American Education
H. Case Study Analysis
I. 10 hr. Field Observation PASS/FAL Ed. Dept. Requirement
J. PRAXIS Challenge
K. Maximum 10 selected Student Success Workshop Certificates offered through (Student Lingo)

REQUIRED TEXT: Teachers, Schools, and Society

A Brief Introduction to Education McGraw-Hill 6th. Edition

COURSE POLICIES:
1. On-line course professionalism is unique yet presumed at all times, therefore students are advised to practice effective non-judgmental
communication practices when submitting assignments, requesting assistance from a fellow classmate or the instructor. As a declared or trial
education major, it is mandatory that teacher professionalism be established. Email addresses, voice mail messages, Facebook postings, and
most importantly personal attitudes are assumed as modeled by CSN Education Faculty. The use of communication technology is essential in an
On-Line course.

Remember, “You only have one opportunity to make a good first impression…” This will unconsciously occur via CANVAS email
 communication and / or phone messaging.
2. The instructor reserves the right to modify the syllabus if necessary; you will be notified in a timely manner of any change.

2.
3. It is your responsibility to contact the professor to address any learning issues which may require special assistance. This includes
problems associated with assignment clarification and meeting assignment due dates.
“If you have a disability that may require assistance, you will need to contact the Disability Resource Center (DRC) North Las
Vegas Campus 651-4045; West Charleston Campus 651-5089; Henderson Campus 651-3086; it is your responsibility to provide
the instructor with the information document from the DRC.
4. Academic Dishonesty-as outlines in the CSN Schedule of Classes, “...Acts of academic dishonesty, including plagiarism and cheating, are
regarded as a serious offense.”...usually result in dismissal from the class.
Useful web sites:
5. It is recommended that Education Students become familiar with the PRAXIS SERIES. http://www.ets.org/praxis
You will want to familiarize yourself with the CSN Education Department Web Page www.csn.edu/education-department

COURSE REQUIREMENTS:
*PARTICIPATION
In order to gain the most from the class it is expected that you have completed the readings and be actively
involved in the course. In an ON-LINE course, written assignments as well as the assignments that require
Power Point with Voice Over and photo, graphic, video clip inclusion are to be submitted to me via
CANVAS.
Apart of participation is that after I receive certain assignments, I will attach them through CANVAS and
forward them to everyone in the class to learn from.

*ATTENDANCE POLICY
Class is scheduled for a once-a-week session, therefore weekly assignments are due on the date listed in the Week-By-Week
syllabus. If for some reason you have a personal issue that prevents you from submitting an assignment on the due date, it is your
responsibility to provide documentation to receive approval for an extension.

Once I receive the final class roster, I will send you a copy. Take note of the Roster # before your name and be
sure to include it on ALL YOUR ASSIGNMENTS.

Example:
Your Name Roster #00

*ASSIGNMENTS:
A. Personal Data Form: You will find 2 copies of this form on the last 2 pages of this Content
Syllabus. The 1st form on pg. 6 is where you can record your assignment points when assignments
are returned to you / pg. 7 - the last page is a copy of pg. 6 - I would like you to word process your
personal information and attach your photo. NOW: Print & send this to me by the end of the 1 st.
week.

B. PERSONAL REFLECTIVE DEFINITIONS

1. Personal Definition of Learning
2. Personal Definition of Behavior
3. Personal Definition of Discipline
4. Personal Definition of Classroom Management

When developing your PERSONAL REFLECTIVE DEFINITIONS follow the RUBRIC provided: Name, Roster #, Research
Source, Personal Reflective Definition, and leave a space between lines. These definitions should reflect your personal opinion in
expository form. I am hoping you will take the time to give serious thought to the word, reflect upon its meaning to you, and
capsulate your thoughts briefly. 5 to10 sentences minimum is usually a good rule of thumb to articulate clearly in expositor form;
this does not mean you can’t expand your personal definition. Remember, you should not copy a definition.
 Formal/Personal Definition RUBRI EXAMPLE 3.

Name: John/Joan Doe Roster #00

Research Source (Webster/ Other (List the Term): Copy the formal definition as it appears in the source you researched. If
the definition is more than one line, continue with the definition in single space format.
Space
Personal Reflective Definition (List the Term): When developing your personal reflective definition be sure to consider the
Space
meaning of the term as it applies and is understood from your perspective as a future educator. When you word process be sure
Space
to leave a space between lines. This extra space will provide room for my written comments. Remember that less than 5-10
Space
sentences will not allow you to expound upon the meaning. Be advised that not adhering to the rubric will be cause for point
Space
deductions.

C. & C1. LESSON PLAN & TOPIC CHOICE TEACHING PRESENTATION (this is an Artifact)
You will find LESSON PLAN Examples posted for your review. Also, posted will be a topic list to select a topic to research for the TEACHING
PRESENTATION. Send me your 1-4th choice with the # in front of the choice from the topic list which is posted in CANVAS under Files. I will
approve and record a topic. This is based on a “first come first serve basis”, I someone has already chosen one of your 4 topics I will let you know the
numbers that are still available. This assignment requires you to become the “research expert” of the topic, develop a customized Lesson Plan
around the topic and teach the lesson. In a live class, this oral presentation assignment would have a time limit of 15 minutes ; in our
ON-LINE class, you should probably consider developing a minimum of 7-10 slides of research instruction not
counting the 1 st slide which is your introductory slide and the last slide which should list your RESOURCES.

Remember this assignment is a course ARTIFACT that should be included in your Education Portfolio. Your POWER POINT
preparation with VOICE OVER delivery, INCLUSION OF VISUALS (photos, graphics, charts, and brief video clips) that
support your research and opinion should be included. Be sure to include any internet references such as a You-Tube clip(s),
book titles, etc. The use of technology in any form is recommended. Type selection is very important when developing a visual; I
recommend you use 14 pt. (or larger) type for readability.

View this brief YouTube video by:

Don McMillan-Life after death by power point. . . . . . . . . . . . https://youtu.be/lpvgfmEU2Ck

D. PHILOSOPHY OF EDUCATION paper (Double space) (this is an Artifact)

This paper should be based upon your personal learning reflections since the beginning of the course, from your personal life experiences,
knowledge gained in this class from chapter readings and posted student assignments, Paint a Figurative Expository Picture of Yourself
that reveals who you are, where you hope to be in 5 years; include your teaching and learning style preferences, and how each will impact
you and your future students as well as any personal feelings that a good teacher should be aware of.
(3-4 or more double-spaced pages should be sufficient; remember quality, not quantity = professionalism)

E. QUIZZES
Each quiz consists of 10 questions. There are 6 quizzes – one after reading Ch. 1-2 / 3-4 / 5 / 6-7 / 8-9 & 10-11
Quizzes will be distributed after the Ch. Readings to record on the Blank Quiz Answer Sheet which is posted
as # (5)
F. MID TERM / FINAL EXAM
These Exams will be multiple choice. I have posted 2 LECTURE AND DISCUSSION TERMS STUDY SHEETS where you will
find the terms that will be on the Mid-Term and Final Exam. You should have already printed these two sheets / most students
develop their own personal study sheet based upon the Chapter readings throughout the semester.
The Exam questions will be developed around the terms listed.
Mid-term (50 questions will cover the terms listed for Chapters 1- 5)
Final Exam (50 questions will cover the terms listed for Chapters 6 -11)
G. ANSWER THE FOLLOWING QUESTIONS: 4.

IMPORTANT ISSUES IN THE HISTORY OF AMERICAN EDUCATION

(Do NOT double space)
When word processing this assignment follow this simple format. No cover / title page is needed.

Name: Roster #
Title: IMPORTANT ISSUES IN THE HISTORY OF AMERICAN EDUCATION
You do not have to type the questions merely list the # and follow with your brief research definitions and /or
explanations. There are 10 questions. +2 pts. per definition or response . . .
Remember the recommended number of sentences to assure complete response coverage.

Religion and Authority in Colonial America

1. Briefly describe the difference of grammar schools and reading-and-writing (petty)
schools.
Nationalism, Moral Reform, and Charity in the New Republic.
2. What were the two basic philosophies in education during the 1830’s?
Give a brief description of each, Noah Webster/Thomas Jefferson.
Organizing the American School: The Nineteenth-Century Schoolmarm
3. Name 3 of the moral lessons used in the McGuffey Reader. How and why were they
used?
(Give examples)
Education as Deculturalization: Native Americans and Puerto Ricans
4. What were the six methods of deculturalization used by the United States government?
Very briefly describe each.
School and the New Corporate Order
5. Briefly discuss the following theories/theorists:
-Cooperative Learning-John Dewey
-Positive Reinforcement-Edward Thorndike
-Social Interaction/Cooperative Learning-Colin Scott
-Lesson Planning-Johann Herbart
Meritocracy: The Experts Take Charge
6. How did the concept of “Meritocracy” differ from the concept of “Equality of Opportunity”?
Education and National Policy
7.Tracking was a fundamental issue facing education after the start of the Cold War and during the war on
Poverty. How have the issues surrounding tracking affected education today?
The Great Civil Rights Movement and the New Culture Wars
8. Briefly point out the main point in Plessy vs. Ferguson.
Briefly point out the main point in Brown vs. Board of Education.
Conservatism and the Culture Wars at the End of the Century.
9. What was the concept of an “Open Classroom”? How affective do you feel it would be in your
personal teaching situation today?
10. The Colonial Period had a number of factors that influenced the kind of education you might receive.
Describe how the following factors influenced educational opportunities.

H. CASE STUDIES & ANALYSIS QUESTIONS (C.S.) / HYPOTHETICAL SITUATIONS (H.S.)

(As assigned)
The course text, Teachers, Schools and Society provides 23 Case Studies (C.S.). I will offer bonus pts. if the class
enrollment is not at the max. 20 students in order to cover all the C.S. & H.S.
You will be assigned one (C.S.) OR (H.S.) to provide your opinion and personal reaction. Submit your written answers
to the Case Study questions or Hypothetical Situation you are assigned to me after you present it to the class . . .

The Case Study questions are posted in CANVAS Files as (5B)

as well as the Hypothetical Situations (5C).
Everyone is expected to read the CASE STUDIES and HYPOTHETICAL SITUATIONS in order to be
able to compare your thoughts, feelings, and opinion with the assigned students presentation.
5.
I. FIELD OBSERVATION 10hr. PASS/FAIL Ed. Dept. Requirement
You will be able to select a school in the Region of choice and once approved, I will let you know the
teacher and provide you with contact information. More information is available at
www.csn.edu/education-department Locate Field Observation . . .

J. PRAXIS CHALLENGE
All Education Majors (Edu. 201/ 202/ 203) will be required to pass the Praxis Exam in order to be
admitted into the College of Education at the exiting university. The Praxis Challenge will provide you
with your strengths and weaknesses in the subject areas being tested. This is very important in order to be
well prepared for the Praxis Exam. Take advantage of this opportunity in advance of Education course
completion…

K. SUCCESS WORKSHOP CERTIFICATES

Student Success Workshops are available through MyCSN. The Student Lingo workshops are a good
refresher and learning tool provided by CSN to assure college success. There are 54 workshops for
you to choose from; I highly recommend you look at the list and complete the ones you feel will be
of personal benefit to you as a recent or returning college student.
The assignment is to select 10 of the workshops which will give you 5 bonus pts. for each certificate
with a total of 50 points if you complete all 10. As you complete a workshop, forward me the certificate so
I can record the 5 pts. These certificates can be submitted at any time throughout the semester; and are a
great addition to your portfolio. From the DASHBOARD click on Home2 and then Click on the MY
Coyote Success icon to get into the introductory information and make your workshop selection (s).
You surely will benefit from any and all the workshops therefore I recommend that you try to
complete all of them when you have free time . . . These are a great addition to your education
portfolio.

IMPORTANT
MISCELLANEOUS:
I will show a number of You-Tube Video clips as accompaniment to the chapters and for general
information; some of the clips are merely for fun and humor (none are meant to be stereotypes). You
should find them both interesting and clarifying. I also have a number of Anecdotal Scenarios; some
that are serious and others humorous. “I believe that whenever we can include ‘humor’ in the
learning process, the learning becomes life-long.” Many of these clips were sent to me from former
students as well as my colleagues.

*Note: All assignments MUST be word processed using 12 pt. type and double spaced unless
otherwise noted; It is expected that errors in spelling and syntax be attended to. Take the time to
proofread. There is little room for error from prospective teachers. Your work must reflect
professionalism. Be advised that points will be deducted for errors ASSIGNMENTS CAN BE
SUBMITTED TO ME VIA CANVAS ( save a tree . . .) OR AS A PRINTED HARD COPY.

NO MAKE-UP, OR LATE ASSIGNMENTS WILL BE ACCEPTED without advisement due to

extenuating circumstances
 ASSESSMENT POINTS FOR COURSE REQUIREMENTS: Roster # 6.

A. PERSONAL DATA SHEET (Submitted at the 2nd class session)......................... 10

B. PERSONAL REFLECTIVE DEFINITIONS (4)

1. Learning.................................................................................................................. 10
2. Discipline................................................................................................................ 10
3. Behavior................................................................................................................ 10
4. Classroom Management...................................................................................... 10

C. LESSON PLAN (Artifact)………………………………………………………… 50

C1. TEACHING PRESENTATION (Artifact)............................................................ 100

D. PERSONAL EDUCATION PHILOSOPHY OF MYSELF (Artifact).............. 100

E. CHAPTER QUIZZES 10 pts per quiz

/ / / / / ......…Total Quiz Pts.......
Chapter 1-2 3-4 5 6-7 8-9 10-11
Quiz# 1 2 3 4 5 6
Questions/pts (10) (10) (10) (10) (10) (10)
Chapter Quiz Scores: 60=10 /59- 50=9 / 49-40=8 / 39-30=7 / 29-20=6 / Less=0
Mid-Term / Final Exam
Scale41-50=10
F. MID-TERM EXAM........................................................................................................... 50 / 31-40= 9
21-30= 8
FINAL EXAM.....................................................................................................................50 / 11-20= 7
10=0
G. IMPORTANT ISSUES IN THE HISTORY OF AMERICAN EDUCATION….......20

H. CASE STUDY (S) ANALYSIS QUESTIONS................................................................10

I. Field Observation. . . . . . . . . . . . . . . . . . 10 ………………………………… Completed

J. PRAXIS CHALLENGE………………………………………………………Completed

K. MAXIMUM 10 Success Workshop Certificates…………………………………........50

TOTAL REQUIRED PTS. 410

FINAL COURSE GRADE SCALE

374 – 410 = A 189 – 225 = C+

337 – 373 = A- 152 - 188 = C
300 – 336 = B+ 115 – 151 = C-
263 – 299 = B 76 – 144 = D Range
226 – 262 = B-
3. ASSESSMENT POINTS FOR COURSE REQUIREMENTS: Roster # 7.
A. PERSONAL DATA SHEET (Submitted at the 2nd class session)......................... 10

B. PERSONAL REFLECTIVE DEFINITIONS (4)

1. Learning................................................................................................................... 10
2. Discipline................................................................................................................. 10
3. Behavior................................................................................................................ 10
4. Classroom Management....................................................................................... 10

C. LESSON PLAN (Artifact)………………………………………………………… 50

C1. TEACHING PRESENTATION (Artifact)............................................................ 100

D. PERSONAL EDUCATION PHILOSOPHY OF MYSELF (Artifact).......... 100

E. CHAPTER QUIZZES
/ / / / / ....…Total Quiz Pts.....
Chapter 1-2 3-4 5 6-7 8-9 10-11
Quiz 1 2 3 4 5 6
Questions (10) (10) (10) (10) (10) (10)
NOTE: Quiz 6 Chapters 10-11 will be taken along with the Final Exam
Chapter Quiz Scores: 60=10 / 59- 50=9 / 40- 40=8 / 39- 30=7 / 29-20=6 / Less=0
Mid-Term / Final Exam
Scale41-50=10
F. MID-TERM EXAM........................................................................................................... 50 /
31-40= 9
FINAL EXAM.....................................................................................................................50 / 21-30= 8
11-20= 7
G. IMPORTANT ISSUES IN THE HISTORY OF AMERICAN EDUCATON …........20 10=0

H. CASE STUDY (S) ANALYSIS QUESTIONS.................................................................10

I. FIELD OBSERVATION REQUIREMENT ……………………………Completed

J.
J. PRAXIS CHALLENGE.........................................................................................Completed

K. Success Workshop Certificates (10 Max) …………………………………………… 50

TOTAL REQUIRED PTS. 410

FINAL POINTS FINAL GRADE

FINAL COURSE GRADE SCALE NAME:

374 – 410 = A 189 – 225 = C+ ADDRESS:

337 – 373 = A- 152 - 188 = C
300 – 336 = B+ 115 – 151 = C- PHONE:
263 – 299 = B 76 – 144 = D Range
226 – 262 = B- E-MAIL:

ATTACH PHOTO
ROSTER #/TOPIC CHOICE
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