Instructor Information

3203 North Sam Houston Parkway West, Houston, TX 77038 Tel: (832) 230-5555 Fax: (832) 230-5546 www.na.edu

EDUC 5312 – Curriculum and Instructional Design

Summer II 2016 Course Syllabus (July 5- August 9)

InstructorInformation

Dr. Carol Fox Henrichs [email protected]

Phone: 361-596-3611

VirtualOfficeHours/LocationBy appointment; Virtual meetings with the instructor are available by appointment.

If you call my phone, please note that I am an adjunct (part-time) instructor with other responsibilities and may not be able to answer your call during business hours. Please leave a message with

• your name • call back number • the nature of your call • a good time to call you

and I will respond as soon as possible, usually within 24 hours, Monday-Friday between the hours of 8:00 AM and 9:00 PM Central Time. I know this course has a compressed timeframe and I know that some students may be out of the country. Therefore, I am making myself available 13 hours each weekday for questions and to provide assistance if needed. All I ask is that you refrain from calling my phone outside of the hours listed above, as I will not answer my phone then. If at all possible, please try to schedule a phone call in advance, if I will need access to a computer to assist you.

I will also be available for questions during the scheduled webinars. Please post your questions of general interest in the Course Q and A forum. Even if you don't have any questions of your own right now, check to see what may have been posted by others. If you know the answer to a question, feel free to post a reply. The instructor will be moderating and responding to the questions regularly. Please use email for private correspondence.

PrerequisiteNone

InstructionalContactHours/CreditsLecture - 45 Clock Hours / 3 Semester Credits


CatalogCourseDescriptionThis course focuses on the design of the instruction, in particular on theory and method of design as it relates to school administration. The main topics include curriculum design, instructional strategies, lesson planning, and assessment. This course is designed to be a practical course where school administrators will be equipped with the core skills needed for the successful administration of school curriculum. The mission of this course is not only building a required skills set to succeed as a future school administrator, but also extending the interest of students by introducingtheconceptsthatarecommonlyusedbytoday’steachersalongwithnewapplications providing students with the confidence, knowledge, and ability to easily learn the fundamentals of teaching.

DeliveryMethod

This course will be delivered online through NAU’s Moodle course management system for asynchronous activities and through the web conferencing system GoToMeeting for synchronous activities. To access this course, you will need access to the Internet and a supported Web browser (Internet Explorer, Firefox, Safari or Chrome). Students are required to login using their computer accounts provided by the IT department.

In NAU Online, students will be able to access online lessons, course materials, and resources. Activities may consist of chat, blogs, discussion forums, assignment submission, quizzes, email, journaling, blogging, wikis, and web posting.

In this online course, students are expected to follow Netiquette rules (http://www.networketiquette.net/) as the majority of the communication takes place in the course forums visible to all.

This is a fully online course. In order to complete this course successfully students need access to a computer and the Internet on a daily basis. This course is both synchronous, (through webinars) and asynchronous (discussion board, group work, etc.) All instructions are contained in this syllabus and in the NAUmoodle course management system.

This course will be delivered entirely online through NAU Moodle course management system at Office 365 Portal named NAU Moodle. Students can get access through Office 365 portal with their NAU accounts provided by IT department. For login issues and account problems with NAU Moodle, please contact with Distance Education Support via one of the following methods:

• Visit Room MB223 • Call 832- 230-5555 Ext:307 • Email [email protected] • Visit http://www.na.edu/nau-distance-education/


For hardware and software problems other than NAU Moodle system, please contact with IT Department via one of the following methods:

• Visit Room MB215 • Call 832-230-5541 • Email [email protected]

Technical Requirements To access this course, you will need access to the Internet and a supported Web browser (Internet Explorer, Firefox, Safari or Chrome). For detailed hardware and software requirements, please contact the NAU IT Department.

LearningObjectives/Outcomes

On completion of this course, each student should be able to:

• Analyze the complexities of curriculum development within historical, cultural, philosophical, economic, social, political, educational and personal contexts.

• Apply theory and knowledge to solve curriculum-related problems • Compare the characteristics of various curriculum models • Examine current curriculum-related issues and trends through the lens of multiculturalism,

constructivism, hidden curriculum, and education reform. • Engage in personal research, reading and study of curriculum and instruction.

InstructionalMaterialsandReferencesText: Hensen, Kenneth T. Curriculum Planning: Integrating Multiculturalism, Constructivism, and Education Reform. Fifth Edition Waveland Press, Inc. ISBN 13: 978-1-4786-2200-0, ISBN 10: 1-4786-2200-8. Additional Reading: Assigned weekly from selected books, journals and publications may be required and will be listed in the online classroom.

LibraryResourcesSince this course includes course activities that require students to gather information using library resources, students are expected to know how to use the library's resources including the available databases, periodicals, and journals. If you are not familiar with using the library, Please visit the library's website for more detailed information: http://www.na.edu/library/

TimeRequirements:The activities in this course are based on a 15-week instruction schedule. Course topics will be demonstrated and discussed online; however, additional time outside of class is required to achieve learning objectives. Students are expected to spend approximately 6 hours a week, on average, completing class activities such as assignments and projects. This meets the Federal


Government’s expectation of 2 hours of homework for each hour of lecture. The average time commitment range calculation for this course (3 Semester Credit Hour) is shown in the following table:

Class Activities Expected Average Weekly Minimum Time

Readings 3 hours Discussion Forum Postings 2 hours Assignments 3.5 hours Webinar Participation 1 hours

Weekly Total: 10.75 hours (minimum 9 hours)

Term Total: 135 clock-hours

LateSubmissionsTechnology issues cannot be used as a reason for late assignments. You must have back-up plans for technology issues, such as technical problems with your computer, Internet server provider problems, etc. Late work may be accepted for full-earned credit if and only if arrangements are made with the instructor prior to time due. The instructor will only accept a late submission if you contact him/her in advance.

ExtraCreditThere will be one extra discussion assignment during the last week of the semester that may be submitted for extra credit. This is entirely optional and failure to submit this posting will NOT affect your final grade.

Assignments

Technology issues cannot be used as a reason for late assignments. You must have back-up plans for technology issues, such as technical problems with your computer, Internet server provider problems, etc. For whatever reason, if you cannot submit your assignments or complete the participation requirement from your computer, then you should have another computer that you may use in these cases. Examples would be using a computer at your school, at a relative's or friend's house, or at the library.


OnlineParticipationInTheCourseStudents in this online course are required to actively participate in online course activities through following activities: 1-Students should login at least 3 times on 3 separate days per week to Moodle system and work on class activities. 2- Students should participate in the scheduled webinars 3- Student should complete online discussion activities.

ScheduledWebinarsThe instructor will be conducting 30 to 90 minute webinar sessions. Access information will be posted in the online classroom. The webinars may include lecturing, reviewing course requirements, and answering any questions students may have. Participation is optional and will be graded. To get the full credit from the webinars:

1. Join the webinar, and type in your full name into chat box or you will not receive credit for attending.,

2. OR for optional webinars only Watch the recorded session on the course page and submit a brief summary of the webinar, a synopsis, in 100-150 words within 14 days of the webinar. No late submissions will be accepted for these.

3. Webinar Date Time

Session 1 July 6 6:30-7:30pm




Writtenforumresponses:Each week, you will be responsible for composing an original response to 1 discussion question posted in the online classroom and making substantive comments on at least 2 of your classmates postings for the week . Your original responses should be no less than 100 words in length, with at least 2 properly cited sources using APA format. The grading rubric for both types of postings are included below. This is a study intensive course and each student is expected to participate by completing all reading and written assignments on time as well as actively engage in online discussions. Our course week begins on Tuesday. Please try to post your initial thought provoking response to the instructor’s question/s or prompts before Thursday of that week. All three posts must be made prior to midnight, on Monday (the last day of our course week). Remember, responses that are thoughtful, insightful and supported by experiences, examples or sources will be considered as quality responses and will receive credit. The more you involve yourself in the conversation, the better your grade is likely to be. Responding to your classmate’s postings can be done by relating real world experiences to the discussions or building on other’s comments with alternative solutions; pointing out problems or


adding another dimension to the discussion. “I agree” or “yes/no” will not be considered as quality responses and will receive no credit. Make sure you share your thoughts and experiences. Written forum/discussion posting rubric for your original responses. Criteria Exemplary Proficient Incomplete Understanding of question or comment under discussion

Displays an excellent understanding of the specific question or comment under discussion. 1 points

Displays some understanding of the specific question or comment under discussion.

.5 points

Displays a little understanding of the specific question or comment under discussion. 0 points

Demonstration of expertise in the content topics being discussed

Expertise is demonstrated with specific citations of relevant research in the area under discussion or demonstrated with the utilization of the terminology found in the scholarly literature. 1 point

Expertise is demonstrated with general reference to relevant research in the area under discussion or demonstrated with the use of some of the terminology found in the scholarly literature. .5 points

Little expertise is demonstrated with few if any references to relevant research in the area under discussion and little utilization of the terminology found in the scholarly literature. 0 points

Connections to professional practice

Evidence of strong reflective thought pertaining to personal perspectives and professional development. Reflective statements go beyond an accounting of what takes place in a

Evidence of some reflective thought pertaining to personal perspectives and professional development. Reflective statements contain some of the theoretical rationale underlying the use

Little evidence of reflective thought pertaining to personal perspectives and professional development. Few if any reflective statements go beyond an accounting of what takes place in a


specific classroom to include a theoretical rationale underlying the use of specific strategies or materials. 1 points

of specific strategies or materials. .5 points

specific classroom. Little if any theoretical rationale underlying the use of specific strategies or materials included.

0 points Quality of Writing

Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication.

Meets or exceeds minimum word requirement.

Meets or exceeds all requirements for properly cited sources.

1 point

Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication. Meets minimum word requirement.

Meets requirements for properly cited sources. .5 points

Written responses contain grammatical, spelling or punctuation errors. The style of writing does not facilitate communication.

Does not meet minimum words requirement.

Does not meet requirements for properly cited sources.

0 points

Total Points 4 2 0 Written forum/discussion posting rubric for your responses to classmate responses. Note, two postings to classmate responses are required each week. The points in the following rubric are for each posting. Criteria Exemplary Proficient Incomplete


Demonstrates an understanding of the question or comment under discussion

Displays an excellent understanding of the comment under discussion by... ...affirming statements and citing relvant research or, ...asking a new related question or, ...making an oppositional statement supported by personal experience or related research. 1 point

Displays some understanding of the comment under discussion by... ..affirming statements and citing some research or, ...asking a new somewhat related question or, ...making an oppositional statement somewhat supported by personal experience or related research.

.5 point

Displays little understanding of the comment under discussion as evidenced by... ...no affirming statements or references to relvant research or, ...asking no related questions or, ...making no oppositional statement supported by any personal experience or related research. 0 points

Quality of Written Comments

Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication.

Met or exceeded the minimum number of postings.

1 point

Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication.

Met the minimum number of postings.

.5 points

Written responses contain grammatical, spelling or punctuation errors. The style of writing does not facilitate communication.

Did not meet the minimum number of postings.

0 points

Total Points 2 1 0


WeeklyQuizzes The purpose of the weekly quizzes is to assess knowledge and comprehension of materials covered in the reading assignments

Assignments Curriculum Development Research Paper

Students will write one Curriculum Development research paper, using APA format, Your research paper (not exceeding 15 pages in length) should grow out of your own professional practice. Using APA style, it should include the following elements:

• Focus: What is the topic question around which this paper is structured? • The Context: What is the relationship of this topic to the history of curriculum? • Curriculum Theory: With what body of theoretical literature is this curriculum topic most

closely associated? • Related Literature: What body of literature on curriculum change, planning,

implementation and evaluation relate to this topic question? • Discussion: What conclusions can be drawn based upon the literature? What questions

remain? What next steps can be taken? What applications can be made to classroom practice?

• Title page and a References page

It is not too early to begin working on this important project. Complete responses to the following items and post them to the Discussion Forum titled Topics for Curriculum Development Research Paper:

1. Topic: What will you focus your paper on? 2. Rationale: Why have you chosen this topic--what connection does this topic have to your

professional life? 3. Research Questions: List three specific subordinate research questions you will address in

your paper. Grading Rubric: Curriculum Development Research Paper

Criteria Exemplary Competent Incomplete

Focus

The submission is well-organized, easy to follow. Clearly presents a main idea and supports it throughout the paper. All material clearly related to

Vague sense of a main idea, weakly supported throughout the paper. Most material clearly related to subtopic, main topic. Material

Submission lacks clarity in organization. No main idea. Little evidence material is logically organized into topic, subtopics or related to topic. Many transitions


subtopic, main topic. Strong organization and integration of material within subtopics. Strong transitions linking subtopics, and main topic..

5 points

may not be organized within subtopics. Attempts to provide variety of transitions. 3 points

are unclear or nonexistent

0 points

The Context

Connections between the topic and the history of curriculum are clearly identified.

5 points

Connections between the topic and the history of curriculum are identified somewhat.

3 points

Connections between the topic and the history of curriculum are not clearly identified.

0 points

Curriculum Theory

A relationship with appropriate bodies of literature on curriculum theory is clearly established.

5 points

A relationship with appropriate bodies of literature on curriculum theory is established somewhat.

3 points

A relationship with appropriate bodies of literature on curriculum theory is not established.

0 points

Related Literature as evidence or scholarly research

Literature related to curriculum change, planning, implementation or assessment is carefully selected and properly cited using APA format. 5 points

Some literature related to curriculum change, planning, implementation or assessment is selected and properly cited using APA format. .

3 points

Literature related to curriculum change, planning, implementation or assessment is missing or not properly cited using APA format.

0 points

Discussion

Conclusions, questions and application of theory to practice are clearly stated and identified.

Conclusions, questions and application of theory to practice are stated and identified to some degree.

Conclusions, questions and application of theory to practice are not clearly stated and identified.

0 points


5 points 3 points

Grammar & Mechanics

Excellent grammar, spelling, syntax and punctuation. Writing is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons

5 points

Several, or a pattern of errors in spelling, grammar, syntax and/or punctuation. Could also be a sign of lack of proof-reading.

3 points

Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, run-ons evident. Errors are frequent.

0 points

Total Points

30 points

TopicalOutlineoftheCourse Given the assignments of this course, students will demonstrate, in a variety of formats, knowledge and comprehension of each of the following topics as well as the ability to apply that knowledge to analysis of educational programs.

1. An Introduction to Curriculum Development 2. Social and Technological Foundations of Curriculum 3. Historical and Philosophical Foundations of Curriculum 4. Concepts, Theories and Models 5. Designing and Organizing Curricula 6. Aims, Goals and Objectives 7. Selecting Content and Activities 8. Helping People Change 9. Evaluating Instruction and the Curriculum 10. Planning and Converting Curriculum into Instruction 11. Current and Future Trends in Curriculum

InstructionalMethodsThis course is an online course.

Grading


AssessmentCriteriaandMethodsofEvaluatingStudentsStudents will be evaluated and grades calculated based on the following:

• 30% Discussion posting (4 points per week for original post; 2 points per week for peer responses)

• 8% Webinar participation (1 point per webinar) • 28% Quizzes (4 at 6 points each) • 30% Curriculum Development Research Paper (30 points) • 4% Reflection Activity (4 points)

Course Grading:

A 96-100 A- 91-95 B+ 86-90 B 81-85 B- 76-80 C+ 71-75 C 66-70 F Below 66

Academic Honesty: Each student assumes the responsibilities of being a member of the NAU academic community. All acts of plagiarism are not tolerated including: cheating, claiming one’s work as their own, fabrication and helping one to commit any of these acts. Any violations of academic honesty will receive strict disciplinary action, which can include suspension and even expulsion from NAU. Homework Expectation Students are expected to spend approximately 22 hours a week, on average, completing homework assignments in order to achieve the learning objectives for this 4 week (45 contact hr) lecture course. This meets the Federal Government’s expectation of two hours of homework for each hour of lecture.

AdditionalResources

LibraryStudents should plan to use Library resources to complete assignments for this course including available databases, periodicals, and journals.

ServicesforIndividualswithDisabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination stat ute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities.


North American University is committed to providing equal educational opportunities and full participation for students with disabilities. Reasonable accommodations can be arranged enabling students with qualified disabilities to participate in and benefit from all educational programs and activities here at North American University. This also applies to their academic classes. If you believe you have a disability requiring an accommodation, please contact contact the Dean of Students in the Student Services Office at (832) 230- 5551 by the third week of the beginning of each semester. Students must present a formal document stating that you are an individual student with disabilities and signed by your physician. The date the syllabus was last reviewed: June 2016

This syllabus is subject to change at the instructor’s discretion.

Documents

Instructor Information