Graduate Course Proposal Form Submission Detail - EDF6517
Submission Type: Change
Course Change Information (for course changes only): The requested change is to reduce the credit hours from 4 to 3 credit hours. This change will better suit the needs of master's students taking the course. In addition, the faculty feel the content can be delivered effectively in a 3 credit hour format. The new course title will more adequately communicate the content of the course to students. New Course title: "History of Education in the United States." New abbreviated title: Hist of Ed US New Credit hour: 3
Comments: corrected number for faculty 12/18
- Department and Contact Information
Tracking Number Date & Time Submitted 4848 2013-11-14 Department College Budget Account Number Psychological and Social Foundations ED 1725000 Contact Person Phone Barbara Shircliffe email@example.com
- Course Information
Prefix Number Full Title EDF 6517 Historical Foundations of American Education 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? Credit Hours Section Type Grading Option 4 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Hist Found of American Ed Course Online? Percentage Online B - Face-to-face and online (separate sections) 0
History of the origins and development of American education, events, and movements that have shaped school policies and practices, and their relationship to contemporary developments.
A. Please briefly explain why it is necessary and/or desirable to add this course.
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?
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Ph.D. in history, social foundations, or related field with specialization/concentration in educational history.
- Other Course Information
* Students will frame important historical questions about contemporary educational issues.
* Students will evaluate primary documents as evidence about the history of education.
• Students will describe the historical basis for contemporary educational issues.
* Students will be able to discuss how the historical processes interact with the experiences and actions of the individual
Finally, students who complete this course will, as teachers or other citizens, critically evaluate the place and behavior of schools for the rest of their lives.
B. Learning Outcomes
Learning Outcomes - Students will be able to:
• Identify and describe key events and socio-economic changes in shaping the development and organization of public schooling in the United States.
• Identify and describe the larger historical context in shaping the life experiences of an individual (autobiography).
• Demonstrate the appropriate use of primary documents as evidence.
• Trace and interpret historic debates surrounding a contemporary education dilemma, reform or policy.
C. Major Topics
Education and Schooling, pre Colonial, Colonial, and Revolutionary America
Common School Era
Race-Ethnicity and Schooling, and the High School Movement
Contradictions in Progressive Reform
Inequality in Schooling
Schooling in the Depression and WWII Eras
The Cold War and Brown v. Board of Education
School Reform: Triumphs and Troubled Legacies
Altenbaugh, R. (2003). The American people and their education. Upper Saddle River, N.J.: Merrill Prentice Hall. ISBN-10: 0135253799 ISBN-13: 9780135253793
E. Course Readings, Online Resources, and Other Purchases
In addition students must choose two autobiographies/biographies. Examples include:
Frederick Douglas, My Bondage and My Freedom (New York: Modern Library, 2003)
Luther Standing Bear, My People, My Sioux (Lincoln, Neb. : University of Nebraska Press, 1975.)
Melba Patilla Beals, Warriors Don’t Cry: A Searing Memoir of the Battle to Integrate Little Rock's Central High (New York: Pocket Books, 1994)
Additional readings include primary source documents and videos, including:
Stone Lantern Films (Producer). (2001). School: The Story of American public education [Public Broadcasting Station series ]. Hollywood: KCET.
Blackside (Producer). (1987). Eyes on the Prize: The Montgomery Bus Boycott (1955-56). [Public Broadcasting Station series ]. American Experience.
Lesiak, Christine (Producer). (1987). In the White Man’s Image. [Public Broadcasting Station series ]. American Experience.
Web Resources include:
History of American Education Web Project http://www.nd.edu/~rbarger/www7/
American Memory from the Library of Congress http://memory.loc.gov/ammem/index.html
History Matters http://historymatters.gmu.edu
World History Sources: http://chnm.gmu.edu/worldhistorysources/whmunpacking.html
F. Student Expectations/Requirements and Grading Policy
General Assignment Policy - All assignments (e.g. readings, reflections) must be completed and submitted by the due date and must be submitted using the assignment feature on blackboard, as indicated. Assignments may not be revised for re-submission after the due date so students who need additional guidance need to discuss questions and concerns with the instructor in a reasonable time prior to deadlines. There are no extra credit assignments.
On-line practice quizzes 10%
Memoir Papers 40%
Primary Source Papers 30%
Discussion Board Responses and Posts 10%
Journal Entries 10%
100-91 = A; 90-88 = B+; 87-80 = B; 79-78 = C+; 77-70 = C
"No grade below "C" will be accepted toward a graduate degree."
G. Assignments, Exams and Tests
Brief, (5-10 items) quizzes will be given for each module. Generally, the questions are multiple choice. You may also encounter True/False, matching or other reasonable items to test comprehension. The quizzes are not timed. The quizzes are to be taken repeatedly until 100% is achieved.
2 Memoir papers (5-7 pages each) - For instructions and rubric, please see Assignments in the main course menu in Blackboard for details.
3 Primary document papers (1-2 pages each) - For instructions and rubric, please see Assignments in the main course menu in Blackboard for details.
10 Discussion Board Post and Responses - Each lesson, students are responsible for posting an answer to a discussion board prompts (50-100 words) and responding to posts by two other students Your posts must answer the questions while offering specific support (references) for your ideas. When posting responses to other students, comment on how the insights they drew from the documents were similar or different than your own and explain why. Be thoughtful and professional on the Discussion Board! You can only receive credit for a discussion board post if you also complete the discussion board responses.
4 Journal Entries - On four occasions you will be prompted to write a journal reflection on the Overarching Theme--Is schooling a source of freedom or oppression?
Course Workload - Students often think that online courses will somehow be easier or take less time. This is a myth. Students should expect to plan for 3-4 hours of coursework, per registered credit hour, per week. Therefore, due to the fact that this course is 4 credit hours, and on a reduced 10 week schedule,12-15 hours of work per week can be anticipated.
APA Format - All written work must be typed and double-spaced. All ideas and paraphrases from other authors must be cited. In addition, direct quotes should be used sparingly. All formatting should follow the American Psychological Association (APA) guidelines. Please consult appropriate style manual or apa.org for a tutorial, see, “Basics of APA.”
Your references should be scholarly. While it is acceptable to use magazines, newspapers, the Internet, or any other source from the popular media, you should critically assess their worth. Your work for this course should be primarily based on books, journal articles, primary sources and other scholarly work. Furthermore, you should use original sources. Do not cite work that you have not read. In your writing assignments, please do not cite references in your bibliography or reference list that you have not used in the text of your paper.
Papers not meeting graduate level writing standards will not receive a passing grade. Please consult http://www.wisc.edu/writing/Handbook/QPA paraphrase2.html for information on writing an acceptable paper or visit the USF Writing Center in LIB 125 (813-974-8293) for help with writing and revising papers http://www.lib.usf.edu/writing/
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,
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
No late work will be accepted. In extreme and documented circumstances late papers may be accepted with penalty and at the instructor(s)' discretion. The upload links are time sensitive and papers cannot be uploaded past a small window beyond the due date. Otherwise, all omitted assignments will result in a zero grade. Students need to be attentive to all discussion prompts as these also are consider in determining a students’ final grade.
J. Program This Course Supports
Plan III Reading MA; Plan II Autism MA
- Course Concurrence Information