Foundations of Education – COSC 604

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 04/01/2022

Course Description

This course provides foundational knowledge of the development of the American education system and the evolution of school counseling. Students will explore the trajectories of diverse learners and learning environments. Students will understand the social, political, spiritual, and cultural influences on the educational system as well as how their role as a school counselor impacts education today.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

Professional school counselors should have an understanding of the historical and philosophical foundations of education so that they can evaluate educational trends, articulate their own personal philosophy of education in context of existing theories, and practice in the profession with intentionality.

Method of Instruction: This 8 week course is delivered in a digital asynchronous format, with Canvas® as the primary instructional delivery method. Students complete one module per week over the duration of the course. 

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Analyze the history of school counseling and the history of education from various cultural perspectives.
  2. Apply a biblical worldview to learning theories and educational developments.
  3. Discuss how educational theories and practices serve each other in historical contexts.
  4. Compare public, private, Christian, and home schools and their socio-cultural contexts.
  5. Critique various interruptions of the history of education.
  6. Discuss the ultimate moral purpose and proposed nature of education.
  7. Discuss national mandates and how they impacted education and society.
  8. Describe change and stability in education and society.
  9. Analyze the role and effectiveness of the school counselor.
  10. Discuss the ethical standards in school counseling.
  11.  Evaluate spirituality in school counseling.

Key Performance Indicator Matrix Assignments

Key Performance Indicator

Evidence: Course/Learning Experience

KPI 9 (5.G).  Students will demonstrate the ability to evaluate the roles of a school counselor in defining, managing, delivering, and assessing an ethically sound comprehensive school counseling program that meets the academic, career, and social/ emotional needs of all students (Measures PLO #1, 3, 5, 7, 8).

Benchmark ProEthica: Final Assignment

Benchmark Educational Philosophy in Practice: Prewriting and Peer Review Assignment

Common Core Courses Matrix of Student Competencies

CACREP STANDARD

Course/Experience- Learning Experiences

F.1.i ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling

 

Discussion Thread: School Counseling Programs as Religious Safe Zones

Discussion Video: Ethics

Discussion Video: Spirituality

Discussion Thread: Student Spirituality

F.2.c multicultural counseling competencies

 

Discussion Thread: School Counseling Programs as Religious Safe Zones

Discussion Video: Spirituality

Discussion Thread: Student Spirituality

 

F.2.g the impact of spiritual beliefs on clients’ and counselors’ worldviews

 

Discussion Thread: School Counseling Programs as Religious Safe Zones

Discussion Video: Spirituality

Discussion Thread: Student Spirituality

F.3.h a general framework for understanding differing abilities and strategies for differentiated interventions

 

Benchmark Educational Philosophy in Practice: Prewriting and Peer Review Assignment

5.G.1.a  history and development of school counseling

Discussion Thread: History of School Counseling

 

5.G.2.a  school counselor roles as leaders, advocates, and systems change agents in P-12 schools

 

Discussion Video: Role of School Counselor

5.G.2.b  school counselor roles in consultation with families, P-12 and postsecondary school personnel, and community agencies

 

Discussion Video: Role of School Counselor

5.G.2.c school counselor roles in relation to college and career readiness

 

Discussion Video: Role of School Counselor

5.G.2.d  school counselor roles in school leadership and multidisciplinary teams

 

Discussion Video: Role of School Counselor

5.G.2.e school counselor roles and responsibilities in relation to the school emergency management plans, and crises, disasters, and trauma

 

Discussion Video: Role of School Counselor

Discussion Video: Ethics

 

 

5.G.2.f competencies to advocate for school counseling roles

 

Discussion Thread: History of School Counseling

Discussion Video: Role of School Counselor

5.G.2.l professional organizations, preparation standards, and credentials relevant to the practice of school counseling

 

Discussion Thread: School Counseling Programs as Religious Safe Zones

 

5.G.2.n  legal and ethical considerations specific to school counseling

 

Discussion Thread: School Counseling Programs as Religious Safe Zones

Discussion Video: Ethics

Discussion Video: Spirituality

Discussion Thread: Student Spirituality

5.G.3.c core curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies

 

Benchmark Educational Philosophy in Practice: Prewriting and Peer Review Assignment

5.G.3.d interventions to promote academic development

 

Benchmark Educational Philosophy in Practice: Prewriting and Peer Review Assignment

5.G.3.k strategies to promote equity in student achievement and college access

 

Benchmark Educational Philosophy in Practice: Prewriting and Peer Review Assignment

Course Assignment

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Advising Acknowledgement Quiz

See the directions in the Discussion.

Discussions are collaborative learning experiences. Therefore, for each Discussion, the student will provide a thread presenting a thought-provoking question for the rest of the class. In addition to the thread, the student will reply to 1 classmate's thread. Replies must go beyond simple agreement by extending discussion of the topic. Each thread must be a minimum of 200 words, and each reply must be a minimum of 150 words. All writing must comply with current APA format, including in-text citations and references. (MLO: A and K)

The student will post a 2–3-minute video thread following his/her weekly readings. In his/her video, the student will discuss the prompts listed each week of the video discussion. The student will also post a 1-minute video reply to the video threads of at least 1 of his/her classmates. (MLO: I, J, and K)

Prewriting threads are portions of the Educational Philosophy in Practice Paper submitted prior to the final assignment. These will be peer-reviewed in discussion form. (MLO: B, F)

Discussion: Biblical Worldview: Prewriting and Peer Review

Prewriting threads are portions of the Biblical Worldview Paper submitted prior to the final assignment. These will be peer-reviewed in discussion form. (MLO: B, F)

The student must see the specific directions and grading rubric for this 4-page paper.  It is a paper conveying an understanding of a biblical worldview and the implications of such on the field of education. (MLO: B)

The student will write 5 statements on each of the School of Education SCRIP dispositions: Social Responsibility, Commitment/Work Ethic, Reflection, Integrity, and Professionalism.  The instructor’s assessment will include a review of the assignment submission and also consideration of how the student displayed the dispositions throughout the course.  (MLO: F)

The student will write a 5-page paper (excluding title, abstract, and reference pages) in current APA professional standards outlining his/her beliefs about the purposes of education. He/she will relate those beliefs to the content of this course, citing specific examples of educational thinkers and philosophies by way of comparison and contrast to his/her own. The student must include at least 4 references for this paper, including the textbooks for this course. SafeAssign will be used to evaluate the originality of the paper. (MLO: A, B, C, and H)

After receiving an e-mail from ProEthica with access information, the student will complete the online scenarios. ProEthica is not a product the student needs to purchase.  It is part of the course fee that the student pays.  Liberty University will register the student for it through Educational Testing Services.  The student will receive an e-mail notifying him/her of the access information. (MLO: F)

After receiving an e-mail from ProEthica with access information, the student will complete the online scenarios. ProEthica is not a product the student needs to purchase.  It is part of the course fee that the student pays.  Liberty University will register the student for it through Educational Testing Services.  The student will receive an e-mail notifying him/her of the access information. (MLO: F)

The student will take 4 quizzes corresponding to Topics 1–4 in the Faith, Freedom, and Public Schools Online Module. Each quiz will be open-book/open-notes, consist of 5 questions and have a 10-minute time limit. (MLO: D, G, H, J).

ProEthica Quizzes (7)

The candidate will view seven video scenarios. After viewing each scenario, the candidate will complete a quiz. (MLO: F). 

Two open-book/open-notes quizzes are assigned during this course. Each quiz will contain 25 questions. The student will have 1 hour and 30 minutes to complete each quiz. (MLO: A, B, C, D, E, F, G, H, I, J, and K)