Feb 19, 2020  
2019 - 2020 Cowley College Academic Catalog 
2019 - 2020 Cowley College Academic Catalog



3 Credit Hours

Student Level:

This course is open to students on the college level in either the Freshman or Sophomore year preferable the Sophomore year.

Catalog Description:

EDU6211 - Introduction to the Teaching Profession (3 hrs)

The Introduction to Teaching course covers history of education in the United States, purposes of formalized schooling, contextual factors which influence student populations, influences on student learning and development, laws and governance of education in the United States, funding, educational reform, curriculum and learning standards, instructional strategies and the practice of teaching, technology in education, diverse learners, elements and design of positive and effective learning environments, ethical and legal issues within education, educational philosophies, and assessment.

Course Classification:



EDU 6210 Foundations of Education with C or better, ENG 2211 Composition I, ENG 2212 Composition II, and concurrent enrollment in EDU 6212 Foundations of Education Field Experience. 

At the start of the course, each student will be required to have a criminal background check completed.

Controlling Purpose:

This course is designed to help the student with a broad perspective into the real issues of schooling and education.  The information and experiences offered are intended to assist the student in making decisions about teaching as a profession.

An overview of the skills and knowledge needed to be a successful professional is provided through research and reflective observation. The historical basis of education will be discussed along with the different philosophical perspectives. The students will study the various needs of today’s diverse student population.  Social, ethical, and legal issues which affect students, teachers and schools will be presented. Students will discover the impact of technology has on schools and learning.  Various job opportunities within education will be considered. The politics, funding and governance of American schools will be analyzed. The student will support specific ideals concerning school reform and design.

Unit Outcomes for Criterion Based Evaluation:

The following outline defines the minimum core content not including the final examination period.  Instructors may add other material as time allows.

UNIT 1: Professionalism and Reflection

Outcomes: The students will be able to:

  • Exhibit commitment and understanding of his/her responsibility in the learning process through regular attendance, timely completion of assignments and participation in group discussions.
  • Display appropriate dispositions of becoming a teacher through collecting evidence of knowledge, skills, performance and self-motivation.
  • Reflect ideas discussed in class through a formal writing process.
  • Reflect clear, concise view points and justifies conclusions through supportive statements rather than personal opinions or judgments in oral communication.
  • Demonstrate critical thinking through recognition of challenges and development of possible solutions.
  • Demonstrate effective collaboration skills through active listening, contribution of ideas and respect for multiple respective.
  • Demonstrate leadership skills by the ability to facilitate others.
  • Demonstrate appropriate attitude toward self, curriculum or subject matter, peers, and faculty and staff and/or other professionals.

UNIT 2: Teaching Profession

Outcomes: The students will be able to:

  • Define the role of today’s teacher.
  • Define, recognize and represent characteristics of effective schools.
  • Select and discuss the characteristics of effective schools.
  • Develop awareness of the state licensure process, options and requirements.
  • Develop awareness of the various positions available in the field of education
  • Demonstrate an understanding of the process for applying to an accredited education program in which offers the required degree needed for licensure consideration.
  • Recognize discipline knowledge, curriculum content knowledge, and pedagogical content knowledge and/or instructional strategies.
  • Recognize learning styles and be able to utilize Gardner’s multiple intelligences in lesson planning.
  • Recognize classroom and behavior management techniques.
  • Will analyze various assessment tools and strategies and their effectiveness.

UNIT 3: Human Development and Diversity

Outcomes: The students will be able to:

  • Recognize the diversity of today’s students and discuss the various challenged which might be presented in the classroom.
  • Develop an awareness of the social and economic challenges faced by many of today’s students.
  • Recognize various learning styles or needs and discuss ways to implement varied lessons to meet student needs.
  • Understand the different motivations of students.
  • Demonstrate an understanding of how society affects schools or how schools can affect society.
  • Recognize the importance of understanding human growth and development in the learning process.

UNIT 4: History and Philosophy of Education

Outcomes: The students will be able to:

  • Compare and contrast education of past and present.
  • Apply educational philosophies of education and personal views.
  • Demonstrate an understanding of the various influences contributing to reform in the American schools.
  • Understand the various purposes of formalized schooling and develop a statement of purpose.

UNIT 5: School Governance and Finance

Outcomes: The student will be able to:

  • Understand the organizational structure of a typical state school system.
  • Develop an awareness of responsibilities of various governing bodies or individuals.
  • Discuss who influences on public education.
  • Evaluate political influences on schooling.
  • Describe how schools are funded.
  • Recognize and discuss the laws which govern schools, teachers, and students.
  • Be aware of the school’s emergency policies and procedures.

UNIT 6: Technology

Outcomes: The student will be able to:

  • Discuss how technology affects teaching and student learning.
  • Evaluate key issues in educational technology.
  • Demonstrate introductory knowledge, skills, and understanding of concepts related to technology.
    • set up and manage an email account, send and receive email.
    • create documents using word processing software.
    • use a search engine or directory for research.
    • practice acceptable use according to university/college policies.
    • submit assignments by email.
  • Plan effective learning experiences supported by technology.

Projects Required: (These are not necessarily all inclusive and are subject to change.)

Legal Briefs- Over the course of the semester, students will be asked to read and respond to different legal issues through court cases or articles.

Analysis of Classroom Videos- The students are introduced to the various classroom issues through an on-line video which supplement the textbook.

Key Terms and Vocabulary- Education, as all other professions, has its own language.  It is important that the student begin to understand the educational jargon which is a part of our everyday speech.

Mid-Term- Exam will be given, which will cover the first six chapters.

Assessments- Student will be expected to complete various assessments throughout the semester to evaluate understanding of knowledge gained from the textbook, class discussions, field experiences, etc. including a

final exam.

Philosophy Statement- Student will be expected to understand the various educational philosophies and apply those ideals when developing a personal philosophy.

Essay- Students will be expected to develop an essay addressing such topics as: motivations for teaching, examples of experience with children and professional goals.

Design A School-Students will create a school to include a mission statement which demonstrates philosophical ideals, curricular goals, curricular goals, school culture & environment, etc.

Book Report- Students will create a presentation representing a book read during the semester.  A list will be provided.

Lessons-Students will demonstrate an ability to present a plan which includes their understanding of various learning styles and intelligences.

Other- may include research papers, cooperative group presentations, essays, etc.

Attendance Policy: 

Students should adhere to the attendance policy outlined by the instructor in the course syllabus.

Grading Policy:

The grading policy will be outlined by the instructor in the course syllabus.


Contact Bookstore for current textbook.

Maximum class size:

Based on classroom occupancy

Course Time Frame:

The U.S. Department of Education, Higher Learning Commission, and the Kansas Board of Regents define credit hour and have specific regulations that the college must follow when developing, teaching, and assessing the educational aspects of the college. A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally-established equivalency that reasonably approximates not less than one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work for approximately fifteen weeks for one semester hour of credit or an equivalent amount of work over a different amount of time. The number of semester hours of credit allowed for each distance education or blended hybrid courses shall be assigned by the college based on the amount of time needed to achieve the same course outcomes in a purely face-to-face format.

Refer to the following policies:

402.00 Academic Code of Conduct

263.00 Student Appeal of Course Grades

403.00 Student Code of Conduct

Disability Services Program: 

Cowley College, in recognition of state and federal laws, will accommodate a student with a documented disability.  If a student has a disability which may impact work in this class which requires accommodations,   contact the Disability Services Coordinator.