Colorado State University

Center for Educator Preparation

http://www.cep.chhs.colostate.edu/
Course Syllabus for EDUC 275
Schooling in the United States
Section 005: Tuesdays and Thursday, 9:30-10:45 am
Section 003: Monday and Wednesday, 7:30-8:45 am
Section 007: Monday and Wednesday and Friday 10:00-10:50 am
Section 004: Tuesday and Thursday, 12:30 to 1:45
School of Education, Room 13
Credit Hours: 3
Prerequisites: Completion of 30 credit hours

The mission and goal of the Colorado State University educational practices to prepare emerging teachers as
learners, collaborators, and leaders.

The mission and goal are captured in the following theme:

“Teachers as learners, collaborators, and leaders facilitating student success.”

Instructors: Karen A. Rowe, Ph.D.

Teacher, Center for Educator Preparation
E-mail: karen.rowe@colostate.edu
Phone: 970.231.9723
Office Hours: By appointment.

Course Objective Umbrella Questions:

1. What was, is, and should be the purpose of schooling in the United States?
2. What is your role as a future teacher in fulfilling that purpose?
3. How does schooling continue the existing order*?
4. How can schooling transform the existing order*?
*(existing order= cultural, political, social, economic, environmental order)

National Network for Educational Renewal (NNER) Course Objectives:

 Provide access to knowledge for all children (equity and excellence);
 Educate the young for thoughtful participation in a social and political democracy
(“cultivation”);
 ( teaching) on knowledge of the subjects taught, established principles of learning, and
sensitivity to the unique potential of learners (nurturing pedagogy”; and
 Take responsibility for improving the conditions for learning in P-12 schools, institutions of
higher education and communities. (“stewardship”).
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Colorado Professional Teaching Standards:
Standard II: Teachers establish a respectful learning environment for a diverse population of
students

(https:www.cde.state.co.us/sites/default/files/documents/educatoreffectiveness/downlocads/
council%20meeting%20documents/1.28.11/1.28_mtg_attachement_1-co_teacher_standards_and
elements_jan_30.pdf):

a. Teachers are consistent in fostering a learning environment in the classroom in which

each student has a positive, nurturing, relationship with caring adults and peers.
Teachers create an inviting environment maximizes learning opportunities for students,
and empower students to become lifelong learners by taking responsibility for their own
learning.
b. Teachers demonstrate a commitment to and respect for diversity in the school
community and in the world. Teachers create an inviting environment maximizes
learning opportunities for students, and empower students to become lifelong learners
by taking responsibility for their own learning.
c. Teachers value students as individuals. Teachers maintain high expectations for
students of all backgrounds. Teachers communicate this vision to their students and find
ways to engage students in a mutually-supportive teaching and learning process.
Teachers appreciate the differences and value the contributions of each student by
building positive relationships, creating opportunities for student voice, and fostering an
environment that promotes mutual respect.
d. Teachers adapt their teaching for the benefit of all students, including those with special
needs across a range of ability levels and strive to meet the needs of each student.
Teachers collaborate with a range of support specialists to develop and use appropriate
strategies and resources to adapt to the learning needs of various groups of students
including those with special needs, English language learners, and gifted and talented
learners. Through inclusion and other models of effective practice, teachers engage all
students to ensure that their needs are met. Teachers adequately implement student
IFSP’s, IEP’s, and other legal requirements for the delivery of instruction.
e. Teachers work collaboratively with the families and significant adults in the lives of
their students. Teachers recognize that educating students is a shared responsibility
involving the school, parents or guardians, and the community. Teachers communicate
in a regular and timely manner to support and empower parents or guardians to play a
meaningful role in the academic and developmental growth of their students.

Course Catalog Description:

Social, political, historical, and economic forces that shape the U.S. system of public schooling.

Required Course Texts:

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 Nieto, S., & Bode, P. (2012), Affirming Diversity, 7th Edition. Pearson,
ISBN-978-1-138-11940-6
 Spring, J. (2013). Deculturalization and the Struggle for Equality: A Brief History of the
Education of Dominated Cultures in the United States, 8th edition (paperback). McGraw-Hill
Humanities/Social Sciences/Languages; ISBN-978-0-07-802436-8
 Palmer, Parker (2017), The Courage to Teach: Exploring the Inner Landscape of a Teacher’s
Life, 20th Anniversary Edition. Jossey-Bass: ISBN 978-1-1119-41304-2
 Sims, A. (2017). The Impostor Affect: A Closer Look by a Classic Case, Third Chapter
Press: ISBN 9977353-2-5. This book must be purchased through the author’s website
www.andrealynsims.com. Order this one ASAP!
 Other course readings will be made available in Canvas or are on the Internet.

Additional Materials:

Course readings, PowerPoint presentations, lecture notes, handouts, Canvas, & websites:

Course Description: “Schooling in the United States” is a Critical Multicultural Education

course with emphasis on the foundations of education. This is the first time many of you may
be exposed to multicultural theories and literature related to racism, sexism, heterosexism,
classism, ableism, bilingualism, and overall diversity. A critical multicultural education course
requires students to examine systemic institutional, personal, societal, and civilizational
conscious and unconscious ideologies impacting schooling in the United States. Furthermore,
we will spend much time analyzing issues of race and racism, because this topic provides the
theoretical basis of multicultural education. We will explore this course utilizing an inquiry
based constructivist methodology and there are four primary course objective umbrella questions
to consistently analyze: What is the purpose of schooling and what is your role as a teacher
in fulfilling that purpose? How does schooling continue the existing order? How can
schooling transform the existing order? These core philosophical, sociological, and
practical questions will guide exploration in this course. Topics examined in this course
include the following: (a) history, philosophy, and cultural foundations of schooling in the U.S.;
(b) public purposes of schooling, including development of civic and democratic action and of
preparation for the nation’s workforce; (c) multicultural, diversity, and peace education (d)
current issues critical to today’s schools, federal & state education policy, the standards and
assessment movement, school and teacher accountability, home and school relationships; and (d)
hot topics related to becoming a teacher in the state of Colorado, the United States, and a global
world.

This course will be taught through a constructivist, inclusive, abundance prospective. The
instructors of this course believe this is critical to teaching in a democracy.

Detailed Course Objectives:

Upon completion of this course, students will be able to answer the 4 course objective umbrella
questions as they pertain to the following:
1. Summarize and explain social, political, historical, cultural, and economic influences on
curricula & teaching in public schools, educational governance, and accountability;
2. Analyze by deconstructing future trends and needs related to schools including career
paths in education;
3. Demonstrate technological competence: word-processing; email for communication;
PowerPoint development and presentation use; Canvas as an on-line learning interface;

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 and the use of the world wide web to explore resources and seek information related to
schooling;
4. Demonstrate scholarly writing competence by providing personal, reflective, and
research-based answers to the four course umbrella questions.
5. Exhibit increased multicultural awareness and cross-cultural competence as applied
to school settings.
a) Explain what culturally responsive teaching and culturally inclusive curricula
mean.
b) Explain the concepts of marginalization, oppression, and privilege. Articulate
how and why schools provide advantages to some and disadvantages to
others.
c) Act as a reflective practitioner who habitually reflects on how one’s own
cultural background may influence how she/he teaches and what knowledge
she/he values.
Related long term objectives (not necessarily in this course):
d) Model approaches in teaching that demonstrate equality and equity.
e) Model teaching in a culturally responsive way and choose/develop culturally
inclusive curricula.
f) Act as a social change agent to promote the creation of culturally inclusive
classrooms and school climates.

Knowledge Base:
The course content focuses on: democratic principles as they relate to schooling (J. Dewey, J.
Goodlad, R. Soder, G. Fenstermacher); issues of equity, access, and moral obligations of
teachers (J.Goodlad & P. Keating, J. Kozol, N. Noddings, D. Ravitch, C. Sleeter, J. Banks, L.
Darling-Hammond); trends and needs related to schooling and preparation for the future
(Inclusion: Turnbull, Turnbull, Shank, & Leal, Matropieri and Scruggs; Standards and
assessment: Marzano & Kendall, National Commission on Teaching & America’s Future,
Colorado Department of Education); and those studying school-to-career and life-long learning
issues (Carneval, Boyer, Daggett, Hirsch, Hull).

Instructional Methodology:
This course is designed to be a guided construction of new knowledge rather than a teacher-
centered lecture course. Emphasis is on dialogical pedagogy, requiring interactive and
participatory learning experiences with much student-led discussion and peer sharing of
assignments, research, and thinking.

Course Rationale:
The existence of this course is firmly established through a number of local, state, and national
standards and beliefs for teacher education. Candidates should note the careful alignment of our
unit’s beliefs for teacher education with the Colorado State Department of Education
Performance-based Teacher Quality Standards, the Colorado Commission on Higher Education
Performance Indicators, the INTASC (Interstate New Teacher Assessment and Support
Consortium) standards, and the TEAC (Teacher Education Accreditation Council) standards. The
course also follows CSU School of Education’s dedication to infuse the curricula with diversity,
equity, and inclusion content (…focused efforts into a systematic set of policies and practices for
working against intersections of oppression and privilege and promoting solutions to inequality).
This course addresses, in detail, a portion of the State’s former eight Performance-based Teacher
Education the CSU School of Education’s standards and the specific 45 standard elements
contained within, while also encompassing other state and national standards and beliefs.
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Core Objectives/Performance-based Teacher Education Standards Addressed in this
Course:
Standard 8: Democracy, Educational Governance, and Careers in Teaching:
The teacher recognizes the school’s role in teaching and perpetuating our democratic system.
The teacher knows the relationships among the various governmental entities that create laws,
rules, regulations and policies that determine educational practices.
The teacher has demonstrated the ability to:
8.1—Model and articulate the democratic ideal to students, including:
 The school’s role in developing productive citizens.
 The school’s role in teaching and perpetuating the principles of a democratic society.
8.2—Develop, on the part of the students, positive behavior and respect for the rights of others, and those
moral standards necessary for personal, family, and community well-being.
8.3—Understand and respond to influences on educational practice including:
 Federal and state constitutional provisions.
 Federal executive, legislative, and legal influences.
 State roles of the governor, legislature, and State Board of Education.
 Local school districts, boards of education, and boards of cooperative educational services.
 Non-traditional and non-public schools, including: charter schools, religious schools, and home
schooling.
 Public sector input from business, advocacy groups, and the public.
8.4—Promote teaching as a worthy career and describe the various career paths in education, including
local, state, national; and
international options, higher education, and public and private education.
8.5—Evaluate his/her own performance and access the professional development options necessary to
improve that performance.

Additional Objectives/Performance-based Teacher Education Standards Addressed in this

Course:
1.4—Support reading through oral and written language development including
 Development of oral English proficiency in students.
 Development of sound writing practices in students including language usage, punctuation,
capitalization, sentence structure, and spelling.
 The relationships among reading, writing, and oral language.
 The structure of standard English.
2.1—Develop in students an understanding and use of:
 Number systems and number sense
 Statistics and probability
7.3—Utilize technology to manage and communicate information.

Field Experiences/Experiential Learning:

Students will spend a half day (4 hours) observing in a public, private, or charter school
classroom. (This cannot be in Poudre School District.)
Standard 8.35--Understand and respond to influences on educational practice including:
Non-traditional and non-public schools, including charter schools, religious schools…

Evaluation Criteria for all Assignments:

 All assignments will be evaluated on the degree of excellence and the quality of the
essential attributes using the General Assessment Rubric (Appendix A).
 Specificity, accuracy, organization, clarity, and mechanics are evaluation components.
 Timely behavior and meeting deadlines are benchmarks of professionalism.
Rubrics/evaluation criteria may be provided for individual assignments.
 Students should keep every evaluated assignment. If you want to have a copy, you
must make yourself a copy as the folder will not be returned.
 + and – will be assigned to grades when applicable.
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All courses within the School of Education adhere to the Academic Integrity/Plagiarism
Policy of the Colorado State University 2006-2007 General Catalog. This policy will be
enforced as stated.

All courses within the School of Education and the CEP adhere to the Academic
Integrity/Plagiarism Policy & Honor Pledge as found in Section I.5.1 of the Manual
Academic Faculty and Administrative Professional at
http://facultycouncil.colostate.edu/files/manual/sectioni.htm#I.5.1. This policy will be
enforced as stated.

Credible Scholarship requires academic integrity, a direct result of responsible research and
writing habits. As with all ethically driven behavior, such habits—and their foundational
underpinnings—are not innate.

They are learned and—through practice—honed to a point where they become second nature, a
character trait both much valued and much sought after in the professional world.

Preparing for success in your chosen profession begins with developing and practicing these
habits. One follows the other: Academic integrity lays the groundwork for professional integrity
(http://learning.colostate.edu/integrity/index.cfm).

HONOR PLEDGE: I have not given, received, or used any unauthorized assistance.

HONOR PLEDGE: I will not give, receive, or use any unauthorized assistance.

Assessment

Students will complete written papers, read materials for each class, create lessons for leading
discussions, lead discussions participate in a group presentation to peers, and actively participate
in classroom discussion, activities, and in on-line learning opportunities.
Points
Purposes of Schooling (Standard 8.1) 125
This is both the first and last (Pre & Post) assignment of the course. Students will answer
the course umbrella questions not to exceed 2.5 pages, double-spaced max. paper for the
pretest. More details will be provided for both of these assignments.

Educational Autobiography (Standard 8.1 & 8.2) 100

Students will produce a critical personal educational historical reflective analysis of their
schooling experiences and analyze core principles integral to their own emergent
educational philosophy.
Examine personal history as it relates to understanding societal issues of privilege/culture/
multiculturalism. Please use the article written by D’Andrea when organizing your paper
utilizing similar headings.

Inquiry Project: Compare/Contrast Roles & Purposes Paper (Standards 8.3, 8.2 8.4, 8.5,
2/1)
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Students will observe in a school (4 hours) and interview the observed teacher. Students
will also interview a person who is not working in education and who is considered a
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“cultural other” and who is ethnically different than yourself. If you are white, please
interview someone who is not white for this assignment. A scholarly compare/contrast
paper will be written about participant responses to questions concerning the purpose of
schooling and the role of the teacher in fulfilling that purpose.

Discussion Leading (Standards 1.4, 7.3 & 8.1-8.5) 150 10%

This assignment (Chapters from the Spring and Affirming Diversity Text) allows you and
your colleagues to work together to teach the class about course readings. Your lessons
need to reflect dialogical pedagogy through Active Learning techniques. Please have one
person from your group send the lesson plan and SEA (Summary/Evaluation/Article
Abstract) in an email as an attachment 24 hours in advance to Dr. Rowe teaching this to
the class. Check the Daily Schedule for the date of your presentation.

Class Participation (Standards 1.4,7.3, 8.1-8.3) 100 20%

Your class participation is a grade in this class and is generated each time we meet. Class
participation is based upon discussions related to daily readings, quizzes, class engagement,
and your overall dispositions. Engagement, participation and dispositions account for your
professional behaviors related to attendance, turning assignments in on time, effective
communication (written, spoken, listening), having collegial respect, cooperation,
collaboration, maturity, responsiveness, thoughtful critical thinker, reflective, keeping an
open mind, being punctual, taking initiative, keeping up with the workload—these are all
expected prospective teacher behaviors (please refer to the Teacher Dispositions.)

Class participation will consist of attendance, Discussion Leading, Leading Discussion in

the Affirming Diversity Text, Canvas, participation, abstracts of readings and daily
readings, quizzes, the People Bag presentation, and your ability to reference the readings
by bringing your highlighted copies to class as you participate in class discussion and
activities. And to reiterate, participation includes your professional teacher dispositions. It
is expected that you keep up with and complete the readings for each class period!
Additionally, there may be abstracts of certain readings in the course, and these will count.
You might expect reading quizzes; make-ups will not be given unless the student has
previously arranged for their absence with the instructor or the absence is excused.

Courage to Teacher (Standards 8.1 and 8.2) 100

Students will write a two-page paper focusing on a major concept from the text and
explaining why they chose that concept, what it is and its importance and how that concept
fits with the rest of the book.

The Impostor Affect: A Closer Look by a Classic Case 100

Students will take the Impostor Inventory which is found at the beginning of the book.
Then, the student will analyze the data and write a reflection of the meaning of the data
and share how this information can be used in their role as a teacher/professional.

Total Points for class assignments points* 800

*The instructor reserves the right to add/delete assignments and readings (points) if needed
or appropriate. (CSU + and – grading options MAY be used.)

Class Participation Further Defined

Attendance & Tardy Policy:
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If you miss a class, SEND an e-mail explanation to the instructor before class begins or after
class—reporting absences will allow you to get used to teacher practices. Principals in schools
require that a teacher report their absences.

You are allowed to miss two class period without excuse during the course of the semester. If
you miss more than two classes, please provide an official excuse note (doctor’s note) or valid
excuse (i.e., death in the family).

For each unexcused absence over the one allowable, your final course grade may be reduced by
an entire letter grade. Please remember this is a discussion-based course requiring your
attendance.

Additionally, professionalism requires that you are in class on time. You are allowed 2 tardies.
Four tardies will equal an absence and more tardies may result in grade reduction(s).

Class participation will be based on your daily participation in various classroom activities, as
well as discussion of the readings.

YOUR FINAL GRADE WILL include credit for participation. Participation is contingent upon
attendance and participation in class; you have to be in class to do the assignment to receive the
credit/points.

Valued Professional Behaviors: As you are becoming a teacher, it will be expected that you
professionally engage in the role of teaching. Valued professional behaviors include actively
participating in class activities, asking probing questions to extend ideas, considering concepts
from different perspectives, listening with purpose, contributing in class, collaborating in group
processes, demonstrating cooperative behavior, being considerate and courteous to
peers/supervising professionals, responsible attendance, arriving on time, meeting assignment
deadlines, and other behaviors to promote the goals and objectives of this class.
Please plan on following the Professional Progress Report (PPR) for Teachers as part of the
professionalism required in this course. This course is an introduction to the Teacher
Licensure program and you will apply to be admitted into the Center for Educator
Preparation which expects the highest level of professionalism because teaching is
considered one of the most esteemed professions. Students demonstrating questionable
professionalism may be required to meet with the director of CEP and/or withdraw to re-take
the class at another time.

Discussion Leading:
Again, as stated previously, class participation will be based on your daily participation in
classroom discussion of the readings, please reference the readings as you participate and show
that you have read the materials and bring your highlighted readings to class or electronic
devices to view materials. You will be asked to co-lead the discussion for articles or chapters
during the semester utilizing engaging activities on identified days.

As preparation, please write a one page (single-spaced) abstract of the article/articles based
on the
SEA of higher order thinking framework:
S.E.A. = Summary, Evaluation, & Application
Summary:

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 *Through the eyes of the author, what are the themes and main points of
the articles/chapters/readings?
Evaluation: Please wrestle with concepts and ideas in this section.
*What claims does the author make and how are they supported? (With
valid research? Opinion? Personal experience?)
Application:
*How does the content of the article or chapter apply to the real world of
education and schooling today?
*How does the reading help to answer the course umbrella questions?
****Please be prepared to lead the classroom discussion for the article/article. Of

Keep all papers in a folder and turned in at the end of class.

CSU Grading Scale: (.5’s will be rounded up.)

A = 90—100%
B = 80—89%
C = 70—79%
D = 60—69%
F = 0—59%

Grade of A - All requirements specifically, thoroughly and exceptionally completed. Creativity

or original ideas are evidenced. (A+, A, A-)

Grade of B - One or more of the listed requirements is either missing or not adequately
completed. The assignment is prepared at above average standards. (B+, B, B-)

Grade of C - There is evidence that substantial effort has been made to prepare the assignment;
however, the requirements were marginally realized. It is recommended that you make an
appointment to see the instructor. (C+, C)

Grade of D & Below - The assignment was turned in, but was below quality standards. You are
required to make an appointment to see the instructor. (D, F)

NOTE: LATE ASSIGNMENTS WILL BE PENALIZED ONE LETTER GRADE AND

NOT ACCEPTED AFTER ONE WEEK.
Students are responsible for getting the assignment to the teacher and should retain
all returned work for future use (in the teacher licensure program for those
continuing in education) and until final course grades have been entered.

Note: Please expect a 2.5-3.5 week turnaround time (for a couple of the larger assignments)
from the day you submit for receiving comments and grades on your papers or assignments. I
will do everything I can to return graded assignments quickly, but this course is large and
ample time is necessary for thorough feedback.

IMPORTANT CONSIDERATIONS
Statement of Full Participation: Any students in this course who have a disability that may
prevent them from fully demonstrating their abilities should contact me as soon as possible so
that we can discuss accommodations necessary to ensure full participation and to facilitate your
educational opportunities. Also, please realize that every voice is important in this class. If at
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any time you feel harassed on the basis of ethnic or cultural background, gender, or sexual
orientation, please notify me so that I can address the situation immediately and/or make the
proper referrals to the appropriate campus personnel.

Accommodations for Successful Learning: If you have a documented disability that warrants
accommodations in the course, please make an appointment to see me at your earliest
convenience. I am committed to facilitating your success. I am willing to make appropriate
accommodations that will increase your learning opportunities in this class. If you have not
already contacted the office of Resources for Disabled Students, please do so. They are located
at: 100 General Services Building; Telephone Number: (970) 491-6385.

On-Line Learning: We will be using Canvas as our on-line interface for this course. Please
submit all assignments in electronic version to the Canvas Assignment box. You may be asked to
also bring a printed copy of your assignment. You will also find some course readings and
discussions on Canvas. If you are unfamiliar with Canvas, please seek help from your peers, the
technology help desk, or your instructor.

“Be the change you wish to see for the world.” M.K. Gandhi

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Appendix A – General Assessment Rubric

Name:
Assignment:
Score: ____/_____

General Rubric for All Applied Assignments

In Progress - 1 Meets - 2 Exceeds - 3

Completeness Parts of assignment All parts completed. All parts completed

omitted or and additional,
incomplete. relevant information is
offered.

Grammar Contains more than 1 Contains no more than Contains no errors in

grammatical error. 1 grammatical error. grammar.

Language Level Uses medical and Uses minimum jargon Uses no jargon All
educational jargon and explains all medical terminology is
without explanation or and educational terms. explained or defined.
definition. Someone not in this
class could understand
assignment.

Punctuality Assignments sent after Assignments sent prior Assignments sent prior
due date. to due date. to due date.

Respect and Tone of assignment is Tone is respectful and Tone establishes trust
professionalism arrogant, professional. and confidence.
condescending, or
flippant.

Spelling Contains more than 1 Contains no more than Contains no errors in

spelling error. 1 spelling error. spelling

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