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Graduate Course Proposal Form Submission Detail - EEX7746

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Current Status: Approved by SCNS - 2012-06-15
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 4/2/12; to USF Syst 4/5/12; to GC 4/16/12; to SCNS 4/16/12. Appd eff 6/1/12. Sub as 7742; appd as 7746


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2638 2011-10-10
     
    Department College Budget Account Number
    Special Education ED 172800
     
    Contact Person Phone Email
    Karen Colucci, Ph.D. 8139741398 colucci@usf.edu

  2. Course Information

    Prefix Number Full Title
    EEX 7746 Ethics in Teacher Education and Teacher Development.

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Ethics in Teacher Education
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    None

    Corequisites

    None

    Course Description

    This course will focus on the philosophical and theoretical perspectives of ethics and ethical decision making as they relate to the roles and responsibilities of teacher educators in the preparation and professional development of teachers.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for program/concentration/certificate change

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    There is currently no course at the doctoral level that focuses on important issues of ethics within teacher education and teacher development. These issues are critical for teacher educators and school leaders to consider.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 1 time

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Doctorate


  4. Other Course Information

    A. Objectives

    1. The student will be able to describe various philosophical and theoretical perspectives on ethics.

    2. The student will be able to analyze the relationship between self, philosophical/theoretical ethical perspectives and the decision making process.

    3. Through the teaching case method, the student will be able to describe and apply ethical decision making processes.

    4. The student will identify ethical issues related to the roles and responsibilities of teacher educators related to the preparation and professional development of teachers.

    5. The student will understand and critically evaluate his/her role in facilitating the development of ethical decision making skills/knowledge by pre/in-service teachers.

    B. Learning Outcomes

    The student will be able to demonstrate knowledge in the following areas:

    1. The student will be able to describe various philosophical and theoretical perspectives on ethics.

    2. The student will be able to analyze the relationship between self, philosophical/theoretical ethical perspectives and the decision making process.

    3. Through the teaching case method, the student will be able to describe and apply ethical decision making processes.

    4. The student will identify ethical issues related to the roles and responsibilities of teacher educators related to the preparation and professional development of teachers.

    5. The student will understand and critically evaluate his/her role in facilitating the development of ethical decision making skills/knowledge by pre/in-service teachers.

    C. Major Topics

    1. The Ancient World and the Medieval World

    Virtue Theory

    Implications for examination of teacher dispositions

    2. The Modern World

    De-ontological Ethics,

    Teacher Code of Ethics,

    Leadership Code of Ethics,

    Implications for Teacher Education/Development and Ethical/Moral Reasoning

    3. The Late Modern World

    Utilitarian Ethics,

    The Greater Good,

    Consequentialism,

    Ends-Means Theory

    Implications for Teacher Education/Development and Ethical/Moral Reasoning

    4. The Post Modern World

    Ethical pragmatism,

    Implications for Teacher Education/Development and Ethical/Moral Reasoning

    5. Examining ethics through cases

    6. Ethical considerations of teacher educators and dilemmas of practice

    Hidden curriculum,

    Roles and boundaries

    High stakes decisions

    Dueling epistemologies

    Ethics, power and privilege

    Faculty development

    7. Facilitating the development of ethical decision making by pre/in-service

    teachers

    The decision making process

    Context and multiple perspectives

    De-ontological ethics revisited

    Utilitarian ethics revisited

    Ethical Pragmatism revisited

    Facilitating efficacy in the ethical decision making process

    Ethics in an era of standards-based reform

    8. Ethical Decision making for teacher educators:

    Application and practice

    9. Integrating ethics in teacher education/professional development programs

    D. Textbooks

    E. Course Readings, Online Resources, and Other Purchases

    1. Baldwin, J.L. (2007). Teacher candidates with learning disabilities: Effective and ethical accommodations. Teacher Education and Special Education, 30(3), 128-141.

    2. Bullough, R.V. (2010). Ethical and moral matters in teaching and teacher education. Teaching and Teacher Education, 27, 21-28.

    3. Cummings, R., Harlow, S., & Maddux, C.D. (2007). Moral reasoning of in-service and pre-service teachers: A review of the research. Journal of Moral Education, 36(1), 67-78.

    4. Howard, R.W. (2005). Preparing moral educators in an era of standards-based reform. Teacher Education Quarterly, 32(4), 43-58.

    5. Reybold, L.E., & Rojas-Cortez, M. (2006). Dueling epistemologies? Implementing a critical model of faculty development in teacher education. The Professional Educator, 28(2), 1-11.

    6. Sanger, M.G., & Fenstermacher, G.D. (2000, April). Aristotle is great – but is he enough? Expanding the theoretical grounds for inquiries into the moral dimensions of teaching. Paper presented at the annual conference of the American Educational Research Association. New Orleans, LA.

    7. Shapira-Lishchinsky, O. (in press). Teachers' critical incidents: Ethical dilemmas in teaching practice. Teaching and Teacher Education, 2010, doi:10.1016/j.tate.2010.11.003.

    8. Sherman, S. (2006). Moral dispositions in teacher education: Making them matter. Teacher Education Quarterly, 33(4), 41-57.

    9. Sileo, N.M., Sileo, T.W., & Pierce, T.B. (2008). Ethical issues in general and special education teacher preparation: An interface with rural education. Rural Special Education Quarterly, 27(1/2), 43-54.

    10. Stefkovich, J.A., & O’Brien, G.M. (2006). Best interests of the student: An ethical model. Journal of Educational Administration, 42(2), 197-214.

    11. Webster, R. S. (2004) Doing the ultimate public good through teacher education. Presented at AARE conference in Melbourne. Retrieved from http://www.aare.edu.au/04pap/web04423.pdf

    Other:

    RSA Animate – Changing Education Paradigms at http://comment.rsablogs.org.uk/2010/10/14/rsa-animate-changing-education-paradigms/comment-page-4/#comment-1456

    RSA Animate – 21st Century Enlightenment at http://comment.rsablogs.org.uk/2010/08/23/rsa-animate-21st-century-enlightenment/

    F. Student Expectations/Requirements and Grading Policy

    • Analysis of Readings (25%)

    • Weekly Journal (20%)

    • Teaching Case Development and Presentation (25%)

    • Plan for Integrating Ethics in Teacher Education Program (30%)

    Grades will be determined based on the following scale:

    A = 90 – 100

    B = 80¬ – 89

    C = 70 – 79

    D = 60 – 69

    F = 59 and below

    G. Assignments, Exams and Tests

    Content Outline

    1. The Ancient World and the Medieval World

    Virtue Theory

    Implications for examination of teacher dispositions

    2. The Modern World

    De-ontological Ethics,

    Teacher Code of Ethics,

    Leadership Code of Ethics,

    Implications for Teacher Education/Development and Ethical/Moral Reasoning

    3. The Late Modern World

    Utilitarian Ethics,

    The Greater Good,

    Consequentialism,

    Ends-Means Theory

    Implications for Teacher Education/Development and Ethical/Moral Reasoning

    4. The Post Modern World

    Ethical pragmatism,

    Implications for Teacher Education/Development and Ethical/Moral Reasoning

    5. Examining ethics through cases

    6. Ethical considerations of teacher educators/school leaders and dilemmas of practice

    Hidden curriculum,

    Roles and boundaries

    High stakes decisions

    Dueling epistemologies

    Ethics, power and privilege

    Faculty development

    7. Facilitating the development of ethical decision making by pre/in-service

    teachers

    The decision making process

    Context and multiple perspectives

    De-ontological ethics revisited

    Utilitarian ethics revisited

    Ethical Pragmatism revisited

    Facilitating efficacy in the ethical decision making process

    Ethics in an era of standards-based reform

    8. Ethical Decision making for teacher educators and school leaders:

    Application and practice

    9. Integrating ethics in teacher education/professional development programs

    Assignments, exams and tests:

    • Analysis of Readings (25%)

    • Weekly Journal (20%)

    • Teaching Case Development and Presentation (25%)

    • Plan for Integrating Ethics in Teacher Education Program (30%)

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101, http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm) Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm) In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    All assignments are expected to be completed by the assigned due date. In cases of emergency, it is the student’s responsibility to contact the instructor to see if alternative arrangements may be made.

    Academic Dishonesty:

    Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as ones own, segments or the total of another persons work.

    Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.

    Detection of plagiarism: It is very important to state in your syllabus that you plan to submit student assignments to SafeAssignment.com in order to detect plagiarism. This will give you the legal right to submit student assignments to SafeAssignment.com. If you plan to submit to Safe Assignment, use the statement below:

    The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized.

    J. Program This Course Supports

    PH.D. Program Curriculum and Instruction-Special Education


  5. Course Concurrence Information

    This course would not service any other programs.



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.