Revised 2.

2014


LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION
EG 5013 Education in a Global Context-Spring 2014
3 hours/Online March 3-April 27

Professor: Dr. Hope Nordstrom Office Hours: M & R 1-3 pm, T & W 1-4 pm
Office: Ezell 153D Class Meeting: ONLINE
Contact: hope.nordstrom@lipscomb.edu or 615-966-2013
Since you are mostly off-campus, I recommend that you call or email for an appointment.
E-mail is the best method to contact me and is checked daily. I will respond within 24 hours.

If you experience trouble with network access or email issues, please contact the Information Technology HelpDesk at 615-966-1777.
You can also create a Help Ticket online. When providing information about the issue you are encountering, please provide as much
information about the system you are on and if possible provide a screenshot of the browser window.

Assignments will be graded in a timely manner usually within a week.


TEXT:
Tooley, J. (2009). The Beautiful Tree: a personal journey into how the worlds poorest people are
educating themselves. Washington, DC: Cato Institute. ISBN: 9781933995922
(Additional reading assignments will be made throughout the semester. These will be assigned online.)
COURSE OVERVIEW: The course places contemporary American education in the context of global,
social, cultural and economic systems. Students will explore diversity among learners (e.g., cultural,
socio-economic, linguistic, gender, special needs) and the differentiated instructional and assessment
strategies that support their academic achievement. This course includes contemporary issues
concerning diversity, global perspectives and family engagement.
PROGRAM GOAL(S) ADDRESSED IN THIS COURSE: The student will have an international or other
cross-cultural experience to work with students, families and/or communities of backgrounds other than their
own to experience the interrelationship of education, the global economy, culture, society and individual
spiritual needs. The student will have reflected upon their personal development as an educator and the role of
Christian principles in their teaching and learning.


Revised 2.2014

COURSE OBJECTIVES:
LEARNING
OBJECTIVES

Students will be able to:

DELIVERY
Lecture, on-line, site-visit,
field experience, readings,
guest lecturers, etc.
ASSESSMENT
Exams, reports, essays,
presentations,
discussions, etc.
C.A.R.E Framework GOALS
Level of achievement
in measurable terms
to determine success
Examine global
interdependence by
examining and the
importance of human
welfare to the prosperity
of the individual,
organization, and nation.

Online readings and
videos, discussion
Discussion
Postings, Global
Philosophy Paper
1.i. developing and refining a
personal philosophy of teaching and
learning
3.a. demonstrating a respect for and
appreciation of cultural diversity and
individual differences

Rubric: Proficient
or Advanced
Develop a global
framework of
understanding economics,
human conflict and
environmental impact

Online readings and
videos, discussion
Discussion
Postings, Global
Philosophy Paper
3.b. providing opportunities for
increased cultural awareness in the
global society

Rubric: Proficient
or Advanced
Understand the qualities
of culture
Online readings and
videos, discussion
Discussion
Postings, Cultural
Assessment Paper
Rubric: Proficient
or Advanced
Interact and collaborate
with educators of from
other nations and
cultures.


Online readings and
videos, discussion
Discussion
Postings, Field
Experience
3.a. demonstrating a respect for and
appreciation of cultural diversity and
individual differences
4.h. appropriate written and verbal
communication

Rubric: Proficient
or Advanced
Compare and contrast
American educational
objectives, reforms and
outcomes with those of
other nations.

Online readings and
videos, discussion
Discussion
Postings, Global
Philosophy Paper
4.b. understanding and application
of current research and professional
organization standards on effective
teaching and learning
4.h. appropriate written and verbal
communication

Rubric: Proficient
or Advanced
Understand and use
technology to collaborate
cross-culturally.

Online readings and
videos, discussion
Discussion
Postings, Field
Experience
4.h. appropriate written and verbal
communication
3.a. demonstrating a respect for and
appreciation of cultural diversity and
individual differences


Rubric: Proficient
or Advanced
Discuss how personal
faith and world view
impact ones view of the
role of education in the
world.
Online readings and
videos, discussion
Discussion
Postings, Faith
Focused Integration
1.i. developing and refining a
personal philosophy of teaching and
learning
3.a. demonstrating a respect for and
appreciation of cultural diversity and
individual differences
4.h. appropriate written and verbal
communication

Rubric: Proficient
or Advanced



Revised 2.2014

COURSE REQUIREMENTS, ASSIGNMENTS and KEY ASSIGNMENTS, FIELD EXPERIENCES AND PROJECTS with
DUE DATES:
ASSIGNMENT TITLE Type of Assignment (note
if Spiritual Growth, Key
Assignment, Portfolio
Assignment or Field
Experience)
DUE DATE: Percentage of
Grade or Points
Assigned (if
applicable)
Global Education Philosophy Paper Key Assignment (upload
to portfolio, assessed in
LiveText with COE
Writing Rubric)
Sunday, March 30, 2014 100 points
Personal Cultural Assessment Paper Course Assignment
(upload to portfolio)
Sunday, April 20, 2014 100 points
Faith-Focused Integration: The Christian
View of Social Justice Discussion
Spiritual Growth Sunday, April 27, 2014 50 points
Observe (in person or otherwise) a classroom
or meeting with international students,
teachers, and/or families. (5 hours)
or
Participate in an instructional or
administrative planning session (in person
otherwise) with international educators. (2-4
hours)
Field Experience (upload
signed experience form to
portfolio and record hours
and demographics on chart
in portfolio)
Sunday, April 27, 2014 50 points
Weekly Discussion Postings Course Assignment Weekly throughout Course 700 points
Total Points 1000 points

Field Experiences: Each masters level course in the College of Education requires a field experience that is
expected to take five (5) to ten (10) hours (a minimum of 50 hours by graduation. These field experiences must
be completed to be successful in the course and are designed to support the expected program outcomes.

Definition: NCATE defines field experiences as: A variety of early and ongoing field-based opportunities in
which candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in
off-campus settings such as schools, community centers, or homeless shelters. Field experiences are defined as
authentic workplace based learning experiences. It should be a way to learn by doing and to practice skills
learned in your coursework.

Because the College of Education is committed to equipping our students for diverse experiences, we ask that
you complete your field experiences with schools or districts in varied classifications (low SES, urban,
suburban, rural and cross-cultural), and with different student populations (ELL, Special Education, etc.). This
diversity of experience should be evident on your field experience data form in LiveText by the time you
graduate. A Field Experience Documentation and Data Form is required of each student for each course. These
forms are available in the online LiveText portfolio template.

Faith-focused Integration
In all of the Lipscomb College of Education, the integration of faith into the daily practice of the teacher and the
leader is emphasized. In all M.Ed. and Ed.S. core courses, the College is currently using C.S. Lewiss Mere
Christianity as a vehicle for reflection on the impact of beliefs on classroom practice, relationships with
students, and the development of their faith. Lederhouses aims will also be used during this course.

LiveText Portfolio Requirements: All graduate students who entered the program in Fall 2009 and after are
required to have a LiveText portfolio account. Instructions for purchasing LiveText are found at
http://education.lipscomb.edu/Uploads/34941.pdf. As all students must use this portfolio system, you are
encouraged to become familiar with it at the beginning of this course. Detailed instructions and tutorials for
Revised 2.2014

using LiveText are found at: http://education.lipscomb.edu/page.asp?SID=28&Page=9159.
Your Global Philosophy Paper is considered a KEY ASSIGNMENT. This assignment must be completed
satisfactorily to pass the course and it will be uploaded in to your LiveText portfolio to demonstrate mastery of
your program goals. You are responsible for uploading the assignment to LiveText after the instructor has
graded it. Your final grade will not be posted until this is complete.

Grading and Late Work: Grading criteria for all assignments will be communicated at the beginning of the
course. If you are experiencing circumstances that will prevent you from turning in an assignment on time, you
should notify the instructor immediately via email, text message, or phone call. Late work will only be
accepted under specific, emergency situations with prior approval from the instructor. Late work will not
receive full credit.

College of Education Grading Scale
A 94-100
B 86-93
C 77-85
F 0-76

Course Requirements
Grading will be based on the College of Education grading scale. Students will earn a total number of points
out of 1000 possible points. That number will then be converted into the grading scale. (Ex. 935 points total;
the calculation would be: 935/10 = 93.5 or a 94%, an A)

Grade Distribution:
Global Philosophy Paper: 100 points total (10% of total grade)
Cultural Assessment: 100 points total (10% of total grade)
Field Experience: 50 points total (5% of total grade)
Discussions & Faith-Focused Integration: 750 points total (75% of total grade)


Submission of Assignments:
Writing assignments must be submitted in BOTH Blackboard and LiveText. A submission in any other format
will be returned to the student for resubmission. Grade reductions for late submissions will apply.

Written assignments should be submitted no later than 11:59 PM on the due date. The following grade
reductions will apply:
10% grade reduction if assignment is one day late
25% grade reduction if assignment is two days late
50% grade reduction if assignment is three days late
No assignments will be accepted more than three days after the due date

If an emergency occurs that causes a late submission (an emergency that can be documented, such as
unexpected illness or other major unplanned life event), please contact me at your earliest opportunity to
arrange any late submission. All assignments are due as assigned unless given specific permission of the
instructor to change the due date.




Revised 2.2014

The Conceptual Framework of C.A.R.E:
Lipscombs conceptual framework for the initial and advanced programs is built upon four categories:

Craft of Teaching
Attitudes and Values
Relationships
Essential Knowledge

The first letter of each category provides the theme of Lipscomb's initial and advanced programs: C.A.R.E. The
College of Education believes that this conceptual framework provides the structure within which all
educational programs can sustain a high level of excellence so that its candidates will be of the highest quality.
It is shared widely within the university and beyond. The C.A.R.E Framework is attached to this syllabus. Your
LiveText portfolio will reflect ways in which your program of study fit within this framework.

Academic Integrity:
In keeping with our identity as a Christian University and our goal to help shape lifelong disciples of Christ,
academic integrity will be taken very seriously in this course. Unless specific permission is given to collaborate
on assignments with other students, each students work shall be his/her own. Cheating on assignments and
plagiarizing on written assignments will, depending on the severity of the case, result in penalties ranging from
a significantly reduced grade on the assignment to failing the course. Instances of cheating or plagiarism may
also be reported to appropriate members of the administration, depending on the situation. Decisions in these
matters rest with the instructor. Please refer to Lipscombs Code of Conduct and Academic Integrity Policy.

University Evaluations and C.A.R.E Assessments:
It is part of your responsibility as a student to participate in university evaluations and C.A.R.E assessments of
your course and faculty. You will receive an email toward the end of the course with instructions on how to
complete the university evaluations and you will receive further instructions from your instructor on how to
complete the C.A.R.E. assessments.

Students Requiring Accommodations:
If you require classroom accommodations for a documented disability, please discuss your circumstances with
me immediately. If you are entitled to accommodations but have not yet registered with the Counseling Center,
contact that office at 966-1781 immediately.

Dropping the Course:
A decision to stop attending class does NOT constitute dropping the course. A drop/add form (available in the
Registrar's Office) must be signed by the teacher and processed in the Registrar's Office before the drop is
official. If your name appears on the roster at grading time and you have not officially dropped the course, a
grade will be assigned based upon the policies outlined in this syllabus.

Class Schedule Disruption Policy
Except in the rarest of instances, Lipscomb University does not cancel classes or close offices. However,
should an event (weather-related or otherwise) occur that requires disruption of the entire Lipscomb University
class schedule, students will be notified via multiple venues including the Lipscomb homepage
(www.lipscomb.edu), a text message sent through LU ALERT (http://lualert.lipscomb.edu), and the Lipscomb
Weather Information Line (966-1836). For information on possible snow-related closures or late starts,
students should consult local television stations (2-WKRN, 4-WSMV, 5-WTVF and 6-WZTV, and Channel 9
on campus). Students should look for information regarding Lipscomb University, not Lipscomb Academy.

APA Format:
Revised 2.2014

Formal papers submitted for graduate coursework should follow American Psychological Association (APA)
for general guidelines, in-text citations of materials, avoiding plagiarism, and reference pages from the
Publication Manual of the American Psychological Association, Sixth Edition. Other helpful resources for APA
guidelines and formatting include the following websites:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
http://www.apastyle.org/learn/faqs/index.aspx
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796

College of Education Writing Rubric:

The College of Education has a writing rubric for general use with written assignments. This rubric is consistent
for both undergraduate and graduate programs. Students who have difficulty with graduate level writing will be
asked to do remediation with the university Writing Studio.


Revised 2.2014

C.A.R.E. Outline
Lipscombs Teacher education program is committed to preparing educators who have the following
competencies:

Practices exemplary CRAFT:
1 Develops and refines a personal philosophy of leading, teaching and learning
2 Plans instruction and student learning goals which are aligned to current standards
3 Analyzes and makes strategic instructional decisions based on assessment data and current
research
4 Monitors and evaluates all student learning and engagement using multiple assessments
5 Encourages and motivates students to understand and monitor their own assessment data
6 Integrates current technology to enhance the learning environment and outcomes
7 Models and creates opportunities for critical thinking, problem solving, and performance skill
development
8 Organizes and manages the learning environment and resources to assure that all students
learn
9 Differentiates instruction to meet the needs of diverse learners and implements inclusive
practices
1
0
Manages significant behavior issues effectively

Possesses professional ATTITUDES AND VALUES:
1 Believes that all children can learn, regardless of gender, ethnicity, or social status, and that
s/he can teach them
2 Is self-reflective and committed to on-going professional development and self-improvement
3 Demonstrates confidence and enthusiasm to teach as a professional
4 Possesses a strong, achievement oriented work ethic
5 Completes assignments, tasks, and duties punctually and responsibly
6 Views teaching as a mission to serve others
7 Demonstrates coping skills, flexibility, a sense of humor, and joy in teaching
8 Responds appropriately to critical feedback
9 Makes decisions informed by high personal and ethical standards

Fosters collaborative RELATIONSHIPS:
1 Demonstrates a respect for and appreciation of cultural diversity and individual differences
2 Provides opportunities for increased cultural awareness for students in the global society
3 Relates to and communicates with all students, parents, and colleagues comfortably and
effectively
4 Contributes to the school culture as a collaborative partner in the achievement of common
goals
5 Demonstrates professional behavior in all circumstances
6 Listens to and appropriately responds to others
7 Demonstrates care and compassion for others
8 Maximizes communication through the use of appropriate means, including technology
9 Uses ethical standards to inform relationships with others

Demonstrates possession of ESSENTIAL KNOWLEDGE:
1 Possesses deep knowledge of the discipline being taught and its relationship to general
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knowledge
2 Plans effectively for short term and long term instruction within the discipline
3 Understands current research on effective teaching and learning
4 Knows developmental stages, learning theories, and their impact on teaching and learning
5 Knows where to find answers and resources to enhance teaching, learning, and classroom
management
6 Effectively communicates orally and in writing
7 Is technologically literate
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ASSIGNMENT CALENDAR
Module 1:

WHY
Global
Education

READINGS:
Read Chapters 1-2 in the text, The Beautiful Tree.
Read all of the articles in the Module 1 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard:
FACT or FICTION Introduction: List three interesting things about yourself on the discussion board by
Saturday, March 8. Two of the facts must be true and one must be false. Look at your classmates
statements and try to guess the false statement of at least two other classmates by Sunday, March 9. By
Tuesday, March 11, go back in to the discussion board and post which one is false. Im excited to learn more
about all of you!!!


Module 2:

Education
around the
World

READINGS:
Read Chapters 3-4 in the text, The Beautiful Tree.
Read all of the articles in the Module 2 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard:
Choose one of the areas of the world discussed in the videos or readings. Educationally, what is working
for this area? In what areas may they need to improve? Due by Saturday, March 15. Respond to at least
two classmates posts by Sunday, March 16.

Start planning and outlining your Global Philosophy Paper.

Module 3:

Education
in the U.S.


READINGS:
Read Chapters 5-7 in the text, The Beautiful Tree.
Read all of the articles in the Module 3 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard:
Choose both a typical and an atypical US classroom setting. Discuss the pros and cons to this type of
educational setting. Due by Saturday, March 22. Respond to at least two classmates posts by Sunday,
March 23.

Continue working on your Global Philosophy Paper.

Module 4:

Current
Trends

READINGS:
Read Chapter 8 in the text, The Beautiful Tree.
Read all of the articles in the Module 4 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard
Which of the most current global educational initiatives do you feel will have the biggest impact on education
in the next generation? Defend your opinion by Saturday, March 29. Respond to at least two classmates
posts by Sunday, March 30.


Global Philosophy Paper (DUE: Sunday, March 30)
Revised 2.2014


Module 5:

Testing
1, 2, 3

READINGS:
Read Chapter 9 in the text, The Beautiful Tree.
Read all of the articles in the Module 5 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard:
Using the TIMSS and PISA results you researched, discuss how the United States compares with other
countries. What may account for any shortcomings the United States may appear to possess? Complete this
discussion board post by Saturday, April 5. Respond to at least two classmates posts by Sunday, April 6.

Work on your Cultural Assessment Paper.

Module 6:

Technology

READINGS:
Read Chapter 10 in the text, The Beautiful Tree.
Read all of the articles in the Module 6 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard:
Choose one specific component of education that could be enhanced using technology. Discuss exactly
how technology would enhance the component and the pros and cons of implementing this technology by
Saturday, April 12. Respond to at least TWO classmates posts by Sunday, April 13.
Work on your Cultural Assessment Paper

Module 7:

Diversity

READINGS:
Read Chapter 11 in the text, The Beautiful Tree.
Read all of the articles in the Module 7 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard:
Discuss the opportunity gap as regards poverty and education by Saturday, April 19. Be sure and justify your
opinion. Respond to at least TWO classmates posts by Sunday, April 20.
Cultural Assessment Paper (DUE: Sunday, April 20)


Module 8:

Diversity in
the
Classroom

READINGS:
Read Chapter 12 in the text, The Beautiful Tree.
Read all of the articles in the Module 8 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard:
Choose an area of diversity in your classroom and discuss the impact this has on the students in your class.
How can you use this diversity to become a more effective teacher? What are some wrong ways to use this
diversity (something you might do as a teacher that would be completely ineffective)? Respond by Saturday,
April 26 and respond to at least TWO classmates responses by Sunday, April 27.

Field Experiences (DUE: Sunday, April 27)





Revised 2.2014

Assignment Requirements and Guidelines
While you are encouraged to use online resources, a limited number of them should be editorial or
informational in nature. Please include referenced journals, books and other formally published research in
your references.

Discussion & Faith-Focused Integration (750 points)
Students will be required to participate in several online discussions through Blackboard. These discussions
comprise a major portion of the grade for this course. Failure to adequately participate in the discussion
forum will severely impact ones grade. Discussion board rubric will be posted in the Course Files section.

Instructions for discussion responses:
1. Read assigned materials/review websites/watch videos as assigned for each topic.
2. Independently research facets of the topic that will add depth to the discussion.
3. Locate the discussion prompt for each topic on Blackboard.
4. Participate thoughtfully in the Blackboard discussion with a minimum of required posts. (Most
require a direct response to the prompt and two responses to the posts of others.)
5. Specifically reference information from the readings or materials that relate to your discussion. Feel
free to share any other open source materials you think are important and can enhance the
conversation.
6. All posts should adhere to the due date listed.

Global Philosophy Paper (100 points)
Students will be able to choose their topic, but the topic must be approved in advance by the instructor. See
Blackboard for further instructions. The paper must be written using APA format, double-spaced, Times
New Roman 12 point font, one inch margins. A works cited list must appear at the end of the paper with a
minimum of five works. Works cited may be websites, articles, publications or other scholarly works
(please remember to limit resources that are simply editorial or informational in nature). Length of paper
should be no less than 3 pages and no more than 5 pages.

Cultural Assessment Paper (100 points)
The prompt for this paper will be on Blackboard. The paper must be written using APA format, double-
spaced, Times New Roman 12 point font, one inch margins. A works cited list must appear at the end of the
paper with a minimum of five works. Works cited may be websites, articles, publications or other scholarly
works (please remember to limit resources that are simply editorial or informational in nature). Length of
paper should be no less than 3 pages and no more than 5 pages.

Field Experience (50 points)
Please take your Field Experience seriously. It should be different than your normal professional
responsibilities. The Field Experience will take some pre-planning and thinking on your part. While it is
not intended to be overly burdensome, it is anticipated that it will take somewhere between five and ten
hours to complete. Completion of the field experience is required by the College of Education. The field
experience for this course requires students to:

1. Observe (in person or via Skype) a classroom or meeting with international students, teachers, and/or
families. See more information regarding this assignment on Blackboard.
2. Using the information discussed in this course regarding global interdependence and educational objectives,
compare your observation to your experience in typical American educational settings.
3. Write a 2-3 page summary of your observation and comparison (double-spaced, Times New Roman, 12 font).
This may be a more informal summary, written in first person, no works cited page necessary.
4. Upload your summary and the field experience form to LiveText by the due date.