The Edward Waters College Undergraduate Research Journal 

EDWARD WATERS COLLEGE

DEPARTMENT OF TEACHER EDUCATION AND URBAN STUDIES SYLLABUS

Basic Information

Term: Spring 2020

Meeting Time and Location-Tuesday and Thursday

5:30 p.m. to 6:30 p.m.

Instructor’s Name Ms. Halima Scurry

Instructor Email- h.a.scurry@ewc.edu or scurry_halima@yahoo.com (preferred

Office Location- Room 03

Office Number- (904) 470-8064

Catalog Description- HPL 1002C

This course is designed to acquaint the student with personal/community health problems and how solutions can be achieved in and through health agencies and school health programs in our community.

Prerequisites- None

Texts, Materials- Health Making Choices for Life

Authors: Lynch, Elmore & Kotecki

9780321516411

Book Required (online textbook)

(Book can be obtain at the bookstore)

Disclaimer- The instructor has the right to alter or adjust the syllabus as needed.

Standards Addressed in this course:

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

e. Uses diagnostic student data to plan lessons; and,

f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and,

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons;

b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;

c. Identify gaps in students’ subject matter knowledge;

d. Modify instruction to respond to preconceptions or misconceptions;

e. Relate and integrate the subject matter with other disciplines and life experiences;

f. Employ higher-order questioning techniques;

g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding;

h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;

i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and,

j. Utilize student feedback to monitor instructional needs and to adjust instruction.

4. Assessment. The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;

c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;

d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;

e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and,

f. Applies technology to organize and integrate assessment information.

(b) Continuous Improvement, Responsibility and Ethics.

1. Continuous Professional Improvement. The effective educator consistently:

a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;

b. Examines and uses data-informed research to improve instruction and student achievement;

c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons;

d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

e. Engages in targeted professional growth opportunities and reflective practices; and,

f. Implements knowledge and skills learned in professional development in the teaching and learning process.

2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6A-10.080 and 6A-10.081, F.A.C., and fulfills the expected obligations to students, the public and the education profession.

Student Learning Outcomes

STANDARDS ADDRESSED IN THE COURSE:

Florida Educator Accomplished Practices (FEAPs)

Professional Education Competencies and Skills for Teacher Certification (PECs)

Uniform Core Curriculum (UCC)

ESOL Performance Standards and ESOL Competencies (ESOL)

Reading Endorsement Competencies (REC)

By the end of this course, the teacher candidate will be able to:

Florida Educator Accomplished Practices (FEAPs)

(1) Purpose and Foundational Principles.

(a) Purpose. The Educator Accomplished Practices are set forth in rule as Florida’s core standards for effective educators. The Accomplished Practices form the foundation for the state’s teacher preparation programs, educator certification requirements and school district instructional personnel appraisal systems.

(b) Foundational Principles. The Accomplished Practices are based upon and further describe three (3) essential principles:

1. The effective educator creates a culture of high expectations for all students by promoting the importance of education and each student’s capacity for academic achievement.

2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught.

3. The effective educator exemplifies the standards of the profession.

(2) The Educator Accomplished Practices. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices.

Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.

(a) Quality of Instruction.

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

e. Uses diagnostic student data to plan lessons; and

f. Develops learning experiences that require students to demonstrate a variety of applicable skills and

competencies.

2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and

comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons;

b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;

c. Identify gaps in students’ subject matter knowledge;

d. Modify instruction to respond to preconceptions or misconceptions;

e. Relate and integrate the subject matter with other disciplines and life experiences;

f. Employ higher-order questioning techniques;

g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding;

h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;

i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and

j. Utilize student feedback to monitor instructional needs and to adjust instruction.

4. Assessment. The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;

c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;

d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;

e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and

f. Applies technology to organize and integrate assessment information.

(b) Continuous Improvement, Responsibility and Ethics.

1. Continuous Professional Improvement. The effective educator consistently:

a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;

b. Examines and uses data-informed research to improve instruction and student achievement;

c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons;

d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

e. Engages in targeted professional growth opportunities and reflective practices; and

f. Implements knowledge and skills learned in professional development in the teaching and learning process.

2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public and the education profession.

Subject Area Competencies

6Knowledge of lifetime health, wellness and physical fitness.

3. Demonstrate knowledge of nutrition and exercise and their roles in meeting the needs of all students.

7. Determine how human body systems (e.g., muscular, cardiovascular, nervous, skeletal) adapt to physical activity.

9. Identify community opportunities for participation in a variety of physical activities.

Uniform Core Curriculum (UCC)

1.1 h Knowledge of home, school and community health and safety issues

1. Identify factors contributing to substance use and abuse and identify signs, symptoms, effects,

and strategies for the prevention of substance abuse.

Reading Endorsement Competencies (REC)

Competency 4: Foundations and Applications of Differentiated Instruction

4.15 Implement research-based instructional practices for developing students’ higher order thinking.

4.16 Implement research-based instructional practices for developing students’ ability to read critically.

4.17 Implement research-based instructional practices using writing to develop students’ comprehension of text.

2. Demonstrate knowledge of resources from home, school, and community that provide valid

health information, products, and services.

3. Identify appropriate violence prevention strategies in the home, school, and community.

4. Identify appropriate injury prevention and safety strategies in the home, school, and community.

ESOL Performance Standards and ESOL Competencies

Standard 1: Culture as a Factor in ELLs’ Learning

1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels.

Competencies of Health that will be explored in addition to the Subject Area Competencies (mentioned above) :

Knowledge of the foundation, theories, and principles of health education

Knowledge of health education standards and health literacy

Knowledge of personal health behaviors and wellness

Knowledge of human anatomy and physiology

Knowledge of pathology and prevention of human and disorders

Knowledge of interpersonal health

Knowledge of sexual health

Knowledge of nutrition and physical fitness

Knowledge of mental and emotional health

Knowledge of substance use, abuse, and dependency and addictive behaviors

Knowledge of violence prevention and intervention

Knowledge of consumer health-related practice and media literacy

Knowledge of community health

Knowledge of environmental health

Knowledge of unintentional injury and safety practices

Program Outcomes- This course applies to the major in Department of Teacher Education and Urban Studies and contributes to the following program-level outcomes:

To successfully complete the Edward Waters College Teacher Education Program and to be endorsed for certification as a teacher in State of Florida, a student must have passing scores on the Florida Teacher Certification Examinations (FTCE – General Knowledge, Subject Area, and Professional) and understand the standards of Florida Education Accomplished Competencies, the Subject Area Competencies, and the Professional Area Competencies and demonstrate proficiency in the four areas listed below.

REFLECTIVE DECISION-MAKING: Upon completion of the EWC TEP, each teacher candidate will acquire the ability to take risks and decide the best course of action in a given situation. In addition, teacher candidate will engage in reflective teaching and decision-making by continuously assessing themselves as educators and their students as learners by adjusting teaching and assessment.

INSTRUCTIONAL LEADER: Upon completion of the EWC TEP, each teacher candidate will be an instructional, knowledgeable leader in his/her respective content area(s).

SYSTEMATIC PLANNER: Upon completion of the EWC TEP, each teacher candidate will become systematic planners who welcome the challenge of meeting the needs of an increasingly diverse and inclusive community of learners.

EFFECTIVE COMMUNICATOR: Upon completion of the EWC TEP, each teacher candidate will demonstrate the tools to identify, characterize, and effectively communicate with diverse ethnic, cultural, and linguistic groups present in today’s classrooms.

METHODS OF INSTRUCTIONS

A variety of technological and informational resources (e.g. libraries, databases, computer networks, video, overhead transparencies)

Lectures

Group Presentations

Individual Presentations

Reading in textbook(s)

Modeling

Class Discussion

Written Assignments

Academic Policies

Academic Dishonesty- Academic dishonesty and plagiarism are very serious offenses. Each student is expected to do his/her own thinking on all quizzes, tests, class work, book reports, research papers, and homework assignments. If any student is found to be copying from another student, books, or internet sites, or cheating during a quiz or test, he/she will be referred to the Student Counseling Center, have a conference with the teacher, and a grade of F for this course will be awarded. The student may also be dropped from the course.

Attendance- No more than three (3) unexcused absences are permitted in a semester in order to pass this course. All other absences require a doctor’s note, hospital note, court form, juror duty request, obituary program, or an official note to be considered as an excused absence. Attendance plays a major role in the learning process. Students should attend class prepared to work in order to achieve academic success.

Late Work- No late work accepted.

Absences Caused by Short-term Suspensions- Provide the policy regarding absences that result from short-term suspensions. This may be folded in to the attendance and late work policies above, or it can be a separate statement such as the following: Absences that result from short-term suspensions due to violations of the principles outlined in the Student Life Agreement will be treated as unexcused absences, and significant academic penalties may apply as a result of such unexcused absences. 

Attendance Policy

(Effective Fall 2016-Campus Wide)

Students must be present for 80% of the scheduled course time in order to receive credit for a course. Please note that students who miss more than six (6) class periods will not receive credit for the course and will be given an FN grade (Failure for Non-Attendance). We will no longer provide excused absences to ensure compliance to this policy. Students with extenuating circumstances may appeal to the Office of Academic Affairs and may be granted an administrative withdrawal from their respective course (s) and/or receive a W, WP, or WF depending on their grade and time period in the semester at which they fail to meet the 66% attendance rule. Students representing the college with sufficient documentation from the Athletic Department, Choir, Band, and other auxiliary organizations will receive an excuse for “Official College Business.”

Note: Students conducting “Official College Business” are required to attend all classes unless the Office of Academic Affairs and the Instructor of Record have been given prior notice by the activity director that the student will be absent. Under no circumstances will students be excused from class for practice.

Late Arrival Policy

It is important that students arrive to class on time.

Because we cannot always plan for unforeseen circumstances, students will be allowed a grace period of 5 minutes only.

Beyond 5 minutes up to 15 minutes late, students will be marked tardy. The accumulation of 3 tardies will be the equivalent of 1 absence.

Students who are late beyond 15 minutes, for any reason, will be marked absent for the day.

Remember: Students must attend at least 80% of class sessions to receive any credit for the course.

Outside-of-Class Expectations- Learning takes time; the more effectively you spend time, the greater the chance of success in learning. To maximize learning in this class, you should budget at least 2.5 hours outside of class for every 1 hour of scheduled class time.

Class Expectations- The College seeks to provide an environment where discussions and expressions of all views relevant to the subject are recognized and necessary to the educational process. Students do not have the right to interfere with the instructor’s right to teach or the other students’ right to learn. A student demonstrating inappropriate behavior during class time will be asked to leave the class. The student’s behavior will be discussed with the instructor following the class or prior to the next class session.

Cell phones are not needed in class. Leave them home, or they must be turned off during class time. They are distracting for other students who are here to learn as well as a distraction to the instructor.

Disability Accommodations- Disability Accommodations- If a student has a disability that qualifies under the Americans Disability Act (ADA) and requires accommodations; he/she should contact the Counseling Center for information on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric, physical disabilities, or chronic health disorders. Students can contact the Counseling Center staff if they are not certain whether a medical condition/disability qualifies.

Address: Edward Waters College Counseling Center 1658 Kings Road

Jacksonville, FL 32209 Telephone: 904.470.8990 or 8231 Fax: 904.470.8036

Individuals with hearing impairments can contact our office using the Florida Relay Service at 1-800-955-8771 (TTY) or email Ragan Summers at ragan.summers@ewc.edu.

Dress Code- Students must dress in a manner that will not constitute a disruption or a safety hazard or exhibit impropriety in the College:

Student dress and grooming shall be neat and clean.

Shoes/sneakers shall be worn. Bedroom slippers should not be worn outside dormitories.

Students should refrain from wearing clothing that promotes alcohol, cigarettes, sexual impressions, violence, drugs and profanity.

Revealing clothing should not be worn. The wearing of overly tight, distracting see through or mesh garments, extreme styles or inappropriate apparel is not permitted.

Male students shall not wear hats, caps, and/or head attire inside any of the campus buildings.

Pants or skirts must be pulled up to the waist and worn at the waist at all times

Course Outline and Schedule

Assessment and Grades

Assessment- Learning will be assessed through the following methods: critical task, weekly assignments, pre-test and post-test.

Final Grades- Final grades will be calculated as follows:

Assignments- Students are required to do weekly health assignments (appendix A).

The portfolio will be grade weekly Make sure you are keeping up with chapters (chapters

must be typed).

Assignment Portfolio:Appendix A

Critical Tasks 1 (Part A and B):Appendix B&C

Critical Task 2: Appendix D

Pre & Post Test:Appendix E&F

Appendix A

Weekly Assignments (Portfolio)

Due each Thursday by 6:50 p.m. (In Class)

Choosing For Change

Weeks 1, 2, 3, 4 &5

Chapter 1 –Chapter 4

Weeks 6, 7 & 8

Chapter 5-Chapter 9

Weeks 8, 9 & 10

Chapter 10-Chapter 14

Weeks 11& 12

Chapter 15-Chapter 17

Weeks 12, 13, 14, 15& 16

Chapter 19-Chapter 22

Appendix B

Critical Task 1 Part A

Title: Community Service Project

Competencies:

Knowledge of community health

Knowledge of interpersonal health

Knowledge of the foundation, theories, and principles of health education

Direction:

Students are required to do one page reflection of the experience and learning outcome (What did you gain from this experience?).

See rubric below for grading criteria. Also, students will be graded on the following: spelling, write in complete sentences, APA guidelines (if needed), and the layout of the paper (12 font, Times Roman and double space).

PowerPoint Presentations Rubric/Student Presentation (Teaching)

Possible 35 Points

Community Service Project Rubric

Students will get the lower end of the grade for each category for late attendance. For example, late attendance will drop the score by 5 points.

Appendix C

Critical Task 1 Part B

Title: Health Awareness Bulletin Board Awareness Campaign (For Different Ethnic Backgrounds) Student will do a research paper with this assignment as well.

Competencies:

Knowledge of pathology and prevention of human diseases and Disorder

Knowledge of consumer health related practices and media literacy

Knowledge of environmental health

Knowledge of personal health behaviors and wellness

Directions:

Awareness campaign is designed to reach out to, and educate, the broader society through a structured campaign involving visual and written, material. This project is designed to help educate the general community (students) about a specific health topic you pick for different ethnic backgrounds.

For example:

Asthma

Diabetes

Safe Sex

HIV/AIDS

Possible 25 Points

GRADING RUBRIC FOR A RESEARCH PAPER

Possible 25 Points

Health Awareness Bulletin Board Rubric

Appendix D

Critical Task 2

Final Exam (PowerPoint Presentation)

How a Particular Disease has Impacted Your Family or Community

PowerPoint Presentations Rubric/Student Presentation (Teaching)

Students will complete a 7-8 page (Title Page and Reference Page not Included) PowerPoint Presentation on How a Particular Disease has impacted their family at some point or community (lived in or ethnic background)

PowerPoint Presentations Rubric/Student Presentation (Teaching)

Possible 50 Points

Rubric for Journals Extra Credit (2 journal postings X 11.7 points each = points possible)

1 point deduction per day late (either original posting) including weekends. Any postings beyond 72 hours (3 days) from due date/time will result in a zero grade for the discussion.

Possible 11.7 Points

Appendix E

Self-Assessment Portfolio 6:50 pm

Example

Cover Page:

Title

Self-Assessment Portfolio

Name

Ms. Scurry

Class Name

HLP 1002C

Table content

Chapter 1….. (Title)

Chapter 2….. (Title)

Label each chapter

Each chapter numbered

Last page blank

Layout

Creativity

Content

Grammar

Total points35 points

NOTE: All assignment must be typed. Self-assessment portfolio will start will a deduction 5 points in each sections that is incomplete. For example no title and no back page that equal 10 points.

Appendix F (Both Worth 100 Points)

Pre-Test (Test your knowledge)

Appendix G (Both Worth 100 Points)

Post-test (Testing your knowledge)