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UoPeople Online Syllabus Repository (OSR)

Here you will find the syllabi and primary textbooks for all UoPeople courses. The Disclaimer for Use of the Repository can be found here.

Site: University of the People
Course: University of the People
Book: UoPeople Online Syllabus Repository (OSR)
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Date: Monday, 11 November 2019, 3:00 PM

Table of contents

Disclaimer Regarding Use of Online Repository

As part of our mission to provide our students with a complete and unified repository of all syllabi and reading materials that can be found in our courses. University of the People has created the following online repository that contains an updated selection of syllabi and readings from all offered courses at the university. 

Note that all UoPeople course material found in the repository are subject to copyright owned by UoPeople or its licensors unless explicitly stated otherwise. Students may not reproduce, modify or distribute any text, graphics or other content provided in the repository without the express, written permission from University of the People. 

Furthermore, UoPeople reserves the right to change or modify the contents of any and all portions of the online repository and cannot guarantee that the repository will remain fully updated at all times.

Note: Links to textbooks can be found sometimes at the top of each syllabus, but more commonly they are located in the section headed "Required Textbooks and Materials".

Master of Education in Advanced Teaching (M.Ed.)

Situated in a global context, the M.Ed. program invites students to explore the historical, social and philosophical aspects of education from a comparative perspective.  It emphasizes understanding of the learner and the physical, psychological, social, and cultural forces that shape learning.  Students are introduced to the latest research on teaching and learning and explore its implications for curricular decision making and instructional planning.  They analyze strategies for classroom management and the fostering of a positive learning community.  Coursework examines the role of assessment in objective-driven teaching and learning and delves into how technology can be used to meet learner needs.

UoPeople offers programming leading to a Master of Education in Advanced Teaching. Students will choose to specialize in either the elementary and middle school level (grades K-8) or in the secondary school level (grades 6-12).  The program is intended for practicing teachers and those who might wish to teach in independent schools, but please note that it DOES NOT LEAD TO STATE LICENSURE OR CERTIFICATION.

This program is designed to provide advanced training to prepare highly skilled teachers who possess the advanced skills required to facilitate the development and learning of all students in their care.  Graduates will serve as models and mentors for colleagues, and contribute to developing the next generation of beginning teachers preparing to enter the profession.

The M.Ed. in Advanced Teaching was designed in cooperation with the International Baccalaureate (IB).  The IB is a global leader in the provision of high-quality, accessible programs for K-12 students.  Offered by almost 5,000 schools in more than 150 countries, IB programs encourage both personal growth and academic achievement.  The IB requirement to attend a Category 1 Workshop is waived for qualified graduates of the M.Ed. program.

A total of 39 semester credit hours are required to complete the UoPeople M.Ed. degree.  Students must complete a minimum of 13 courses. Each course is 9 weeks in length, and students earn 3 credits per course.

EDUC 5010 Education in Context: History, Philosophy, and Sociology

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EDUC 5010: Education in Context: History, Philosophy, and Sociology


Credits: 3


Course Description: 

This course will examine the role of education across time and in different places in the world, and the social and political influences that shaped the goals and structure of today’s diverse educational systems.  The contributions of classical and modern thinkers and their impact on contemporary education and on the role and function of the teacher will be explored.  Analysis of globalization and the nature of differing educational systems and values will provide a context for reflecting on one’s own personal philosophy of education.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

  • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.


Learning Objectives and Outcomes:

By the end of this course students will be able to:

  1. Examine the changing role of educational and instructional models (active learning, critical thinking), multiculturally, and/or over time.
  2. Explore classical and modern philosophies and their impact on contemporary education.
  3. Analyze the globalization and the nature of different educational systems and values to provide reflecting on one's own personal philosophy of education.
  4. Examine the global, social, and political influences that shaped the goals and structure of today's diverse educational systems.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - History and Purpose of Schooling in the United States

Week 2: Unit 2 - Historical Global Foundations of Education

Week 3: Unit 3 - Philosophical Foundations of Education

Week 4: Unit 4 - Global Philosophical Foundations in Education

Week 5: Unit 5 - Sociological Foundations of Education

Week 6: Unit 6 - Social & Political Issues

Week 7: Unit 7 - Global Standings and Perspectives  

Week 8: Unit 8 - The Role of Educators in a Changing World


Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: History and Purpose of Schooling in the United States

  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete the Reflective Portfolio Assignment

Reading Assignment


To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

History and Purpose of Education and Schooling

1. GOV.UK. (2015, July 9).  The Purpose of education. Retrieved March 04, 2018, from https://www.gov.uk/government/speeches/the-purpose-of-education

  • The British Minister of Education explains his vision for the purpose of British Education.

2. Reimers, F. (2017, August 03). Rediscovering the cosmopolitan moral purpose of education. Retrieved February 22, 2018, from https://www.brookings.edu/opinions/rediscovering-the-cosmopolitan-moral-purpose-of-education/ 

  • This opinion piece from the Brookings Institute discusses the changing purpose of education in a globalized society. (PDF is available for download at the website).

3. Learning in Mind. (n.d.). The Meaning and Purpose of Education. Retrieved February 26, 2018, from http://learninginmind.com/meaning-of-education.php

  • This article poses that the purpose of education may not be as noble as we assume.    

4. King, M. L., Jr . (1947.). The Purpose of Education. Retrieved February 28, 2018, from http://okra.stanford.edu/transcription/document_images/Vol01Scans/123_Jan-Feb1947_The%20Purpose%20of%20Education.pdf

  • This is the text of a speech that Martin Luther King Jr. gave on the purpose of education and provides yet another perspective.

5. Walker, T. (2016, August 29). What’s the Purpose of Education? The public doesn’t agree on the answer. Retrieved March 1, 2018, from http://neatoday.org/2016/08/29/the-purpose-of-education-pdk-poll/

  • This article discusses the results of the yearly public poll and highlights there is no ‘one’ opinion on the purpose of education. 

6. Lumen Learning. Four Basic Purposes of School. Retrieved March 1, 2018, from https://courses.lumenlearning.com/foundationsofedx81xmaster/chapter/four-basic-purposes-of-school/

  •  A brief article introducing the four basic purposes of education.    

7. What is the Purpose of Education? (2012) [Infographic] Retrieved March 1, 2018  https://www.ascd.org/ASCD/pdf/journals/ed_update/eu201207_infographic.pdf

  • This infographic shows how the purpose of education in the US has changed in modern times.

8. (2013, June 30). The Historical Foundations of Education. [pdf] Retrieved February 23, 2018, from https://www.slideshare.net/martianne21/historical-foundations-of-education-theorist-and-philosophers?qid=237dcb79-9451-4766-a9a4-e546fc480ec9&v=&b=&from_search=8

  • Read slides 1-12 from Evangelista, Yanne. This resource provides a historical overview of the history of education (globally).

History of US Educational system:

This section will provide you with an understanding of the history of the American educational system and the Common School Movement. The Common School Movement is considered one of the pillars of Western education.

9. Gray, P. (2008, August 20). A Brief History of Education. Retrieved February 23, 2018, from https://www.psychologytoday.com/blog/freedom-learn/200808/brief-history-education

  •  Dr. Gray discusses the history of education and states schools are the product of history.

10. Graham, P. A. (2005). Introduction. In Schooling America: how the public schools meet the nation's changing needs. (14-20) Retrieved from https://ebookcentral.proquest.com

  • The introduction to this book gives a thoughtful overview of the changing purposes of American education. 
  • You will need to create an account with Proquest eBook Central to access this resource. Once you are logged into Proquest, search for Schooling America: how the public schools meet the nation's changing needsYou will also need to download and install Adobe Digital Editions to download the eBook. You can access this for 21 days. This chapter provides you an in-depth discussion of educational philosophies.

The Common School Movement and John Dewey and his influence:

11. Jeynes, W. (2012). The Widespread Growth of the Common School and Higher Education. In American Educational History. (145-156) Retrieved March 19, 2018, from https://www.sagepub.com/sites/default/files/upm-binaries/13715_Chapter6.pdf

  • Read pages 145-156 to gain a deeper understanding of the Common School movement and its purposes, educational reformers and perspectives of who those who opposed the Common school system.

John Dewey and his influence:

John Dewey had a profound and lasting impact on education. This section will introduce you to his theories of education and analyze his view of the purposes of education from a variety of perspectives.

12. Talebi, Kandan. (2015, September) John Dewey- Philosopher and Educational Reformer. European Journal of Educational Studies. [pdf] Retrieved February 28, 2018 from https://files.eric.ed.gov/fulltext/ED564712.pdf

  • This chapter provides an in-depth discussion of John Dewey and his impact on American education.

13. Kintz, A. I. (n.d.). What is the Purpose of Education? Dewey's challenge to his contemporaries. [pdf] Retrieved March 01, 2018, fromhttps://www.academia.edu/23693775/What_is_the_Purpose_of_Education_Deweys_challenge_to_his_contemporaries

  •  This chapter provides a more in-depth discussion of Dewey’s views of the purpose of education and how it related to other philosopher’s views.

The IB Learner Profile

14. IBO. (2013). The IB Learner Profile. Retrieved from https://www.ibo.org/contentassets/fd82f70643ef4086b7d3f292cc214962/learner-profile-en.pdf

  • This is a one-page document that describes each of the 10 attributes of the IB Learner.

15. IBO. (n.d). About the IB. Retrieved from https://www.ibo.org/about-the-ib/

  • Take a moment to explore the IB Website and learn more about the International Baccalaureate Organization, their mission, and their educational philosophy.

Optional Videos

1. Mod-U. (2017, August 10). Why Did We Create Public Schools? [Video file] Retrieved February 25, 2018, from https://www.youtube.com/watch?v=AyHy71_tkcY&list=WL&index=21  (4:48)

  • This video explains why the United States created their system of public schools.

2. Alliterative. (2017, September 04). Class, Classics & Classroom: A short history of education. [Video File] Retrieved February 25, 2018, from https://www.youtube.com/watch?v=fR0YVsr8QhU&t=25s&index=35&list=WL (14:51)   

  • This video will provide you with a brief introduction to the history of education.

3. Mod-U. (2017, September 5). Why Is Our Education System So Complex?: A Short History of Education [Video file] Retrieved February 25, 2018, from https://www.youtube.com/watch?v=dfvcEu_jnyg&index=2&list=PL1M5TsfDV6VsBEsuUjWYOaPrJsFePgosY (8:29)

  •  This video provides an overview of the complex American system.

4. Mod-U. (2017, August 14). What Can Common Schools Teach Us?: A Short History of Education [Video file] Retrieved February 25, 2018, from https://www.youtube.com/watch?v=B9r3Ei4RC4k&list=PL1M5TsfDV6VtPj8H97Iz2ePsF7NiixSGP   (2:12)

  • What can a school program from 150 years ago teach us today? Not only did it change our minds about what education’s role was in a modern society, but it also tried to solve policy issues that are still being debated today.

5. Mod-U. (2017, December 1). Who Were the Common School Reformers?: A Short History of Education [Video file] Retrieved February 25, 2018, from https://www.youtube.com/watch?v=ejAT3EAdC5w&list=PL1M5TsfDV6VtPj8H97Iz2ePsF7NiixSGP&index=3  (4:23)

  • Who were the powerful personalities who were able to convince people around the country to adopt the Common School? Where did they come from, and what did they believe about education?

7. Mod-U. (2017, August 14). The Common School Reform Package: A Short History of Education [Video file] Retrieved February 25, 2018, from https://www.youtube.com/watch?v=VEhl-tCgb78&list=PL1M5TsfDV6VtPj8H97Iz2ePsF7NiixSGP&index=4    (5:51)

  •  This video explains what the Common School reform movement was.

8. Mod-U. (2017, August 14). Successes and Failures of the Common School Movement: A Short History of Education [Video file] Retrieved February 25, 2018, from https://www.youtube.com/watch?v=KXFdRnQNZfA&list=PL1M5TsfDV6VtPj8H97Iz2ePsF7NiixSGP&index=5  (2:58)

  • The Common School Movement fundamentally changed education in America, but it was far from perfect. How did it approach race and slavery? Was it a method of social control? Think of these motives as we continue into other units.

9. Davidson Films, Inc. (2010, June 21). John Dewey's Theories on Education and Learning: An Introduction to His Life and Work. Retrieved February 25, 2018, from https://www.youtube.com/watch?v=SGjSMqwlP3E&list=PL9VM8Qq_3FrbeT9yvKNRgXOBQjwHEKOf2&index=4&t=68s (3:56)

  • This video is an introduction to John Dewey’s theories of Education

Optional Reading

1. Labaree, D. (1997). Public Goods, Private Goods: The American Struggle over Educational Goals. American Educational Research Journal, 34(1), 39-81. Retrieved from http://www.jstor.org/stable/1163342

  • An intriguing perspective is offered by Professor Labaree. This could help you think about the goals of schooling in your context.

Unit 2:  Historical Global Foundations of Education

  • Peer assess Unit 1 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete the Reflective Portfolio Assignment

Reading Assignment

To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

1. Open Learn. (2008, March 28). Chinese education: How do things work? Retrieved March 01, 2018, from http://www.open.edu/openlearn/society/international-development/international-studies/chinese-education-how-do-things-work

  • This article provides an overview of the Chinese education system.

2. Gwanfogbe, M. B. (2012). AFRICA’S TRIPLE EDUCATION HERITAGE: A HISTORICAL COMPARISON. In Handbook of African educational theories and practices: a generative teacher education curriculum (pp. 70-85). [pdf] Retrieved March 1, 2018, from http://www.thehdrc.org/Handbook%20of%20African%20Educational%20Theories%20and%20Practices.pdf

  • Read only Chapter 3, AFRICA’S TRIPLE EDUCATION HERITAGE: A HISTORICAL COMPARISON. Chapter 3 discusses the historical heritage of Africa’s educational systems.

3. Rothermund, D. (2002) India-Education System. In Encyclopedia of Modern Asia. (pp. 17-20) [pdf] Retrieved March 1, 2018 from http://link.galegroup.com/apps/doc/CX3403701275/GVRL?u=lirn17237&sid=GVRL&xid=b45fe10f

  • This article is an overview of the Indian Education System.

4. McCarthy, J. (2002) Iran-Education System. In Encyclopedia of Modern Asia. (pp. 102-103) [pdf] Retrieved March 1, 2018 from http://link.galegroup.com/apps/doc/CX3403701334/GVRL?u=lirn17237&sid=GVRL&xid=929e4434

  • This article is an overview of the Iranian Education System.

5. Kobayashi, T & D Musslewhite. (2002) Japan-Education System. In Encyclopedia of Modern Asia. (pp. 217-222) [pdf] Retrieved March 1, 2018 from http://link.galegroup.com/apps/doc/CX3403701419/GVRL?u=lirn17237&sid=GVRL&xid=f79ecce2

  • This article is an overview of the Japanese Education System.

6. Abazov, R. (2002) Philippines—Education System. In Encyclopedia of Modern Asia. pp. (pp.499-502) [pdf] Retrieved March 1, 2018, from Retrieved March 1, 2018, from http://link.galegroup.com/apps/doc/CX3403702348/GVRL?u=lirn17237&sid=GVRL&xid=c21e0b75.

  • This article is an overview of the Philippine Education System.

7. Khalid, A (2002) Uzbekistan-Education System. In Encyclopedia of Modern Asia. (pp. 47-49). [pdf] Retrieved March 1, 2018, from Retrieved March 1, 2018, from http://link.galegroup.com/apps/doc/CX3403703132/GVRL?u=lirn17237&sid=GVRL&xid=b68954b4

  • This article is an overview of the Uzbekistani Education System.

8. Nguyen, U. (2002) Vietnam-Education System. In Encyclopedia of Modern Asia. 2002, (pp.65-66 ) [pdf] Retrieved March 1, 2018, from Retrieved March 1, 2018 http://link.galegroup.com/apps/doc/CX3403703147/GVRL?u=lirn17237&sid=GVRL&xid=7ea80bb0

  • This article is an overview of the Vietnamese Education System.

9. Khawajamir, M. (2016). History and Problems of Education in Afghanistan. [pdf] Retrieved March 5, 2018, from https://www.shs-conferences.org/articles/shsconf/pdf/2016/04/shsconf_erpa2016_01124.pdf

  • This article discusses the history and problems facing education in Afghanistan. 

Optional Videos

1. Vidya-mitra. (2016, December 01). History of Education Policy in India. Retrieved March 02, 2018, from https://www.youtube.com/watch?v=YnWhr4KoHNo&list=WL&index=39 (24:33)

  • This video provides an in-depth history of the Indian education system.

 2. Mindbug Studios. (2012, July 19). Brief History of Education in Brazil.  Retrieved March1, 2018, from https://www.youtube.com/watch?v=rRFmmgzlu2o&index=39&list=WL (4:45)

  • This video provides an overview of the history of Brazilian education. 

Unit 3: Philosophical Foundations of Education

  • Peer assess Unit 2 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Begin and participate in the Group Activity (Due Unit 7)
  • Complete the Reflective Portfolio Assignment

Reading Assignment

To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.


1. MEANING, SCOPE & FUNCTIONS OF PHILOSOPHY OF EDUCATION. (n.d.). In S. Sikhauli (Ed.), MA.Edu.Philosophy (pp. 1-13). Retrieved March 3, 2018, from https://www.academia.edu/34327764/M.A._Edu._Philosophy.

  • This chapter will provide you with an understanding of the field of educational philosophy and provide a foundation for further readings.

2. Educational Philosophies Definitions and Comparison Chart With. (n.d.). [pdf] Retrieved February 28, 2016, from http://ctle.hccs.edu/facultyportal/tlp/seminars/tl1071SupportiveResources/comparison_edu_philo.pdf  

  • This article compares educational philosophies and provides an informative comparison chart.

3. Sharpes, D. K. (2013). Modern Educational Philosophies. In Advanced Educational Foundations for Teachers: the history, philosophy, and culture of schooling (pp. 399-430). Retrieved March 1, 2018, from http:ebookcentral.proquest.com

  • You will need to create an account with Proquest eBook Central to access this resource. Once you are logged into Proquest, search for In Advanced Educational Foundations for Teachers: the history, philosophy, and culture of schooling. You will also need to download and install Adobe Digital Editions to download the eBook. You can access this for 21 days. This chapter provides you an in-depth discussion of educational philosophies.

4. Valbuena, J. G. (2016). Essentialism: As a philosophy and as a philosophy of education (Unpublished thesis). Philippine Normal University. Retrieved March 1, 2018, from https://www.academia.edu/24833960/Essentialism_As_a_Philosophy_and_As_a_Philosophy_of_Education 

  • This author discusses Essentialism as an educational philosophy.

5. Western Philosophies of Education. (n.d.). In S. Sikhauli (Ed.), MA.Edu.Philosophy (pp. 49-55). Retrieved March 3, 2018, from https://www.academia.edu/34327764/M.A._Edu._Philosophy

  • This chapter will provide a more in-depth description of Western educational philosophy.

6. Labaree, D. (2005, February). Progressivism, Schools, and Schools of Education. Retrieved March 07, 2018, from https://www.academia.edu/7055356/Progressivism_Schools_and_Schools_of_Education   

  • This paper provides a discussion of Progressivism.

7. Amidon, J., Monroe, A., & Ortwein, M. (n.d.). Progressive Education. Education, Society, & the K-12 Learner. Retrieved March 02, 2018, from https://courses.lumenlearning.com/teachereducationx92x1/chapter/progressive-education/

  • This article provides you with another perspective on progressive education and its effects on schooling.

8. Lynch, M. (2016, November 03). Philosophies of Education: 3 types of student-centered philosophies. Retrieved March 07, 2018, from http://www.theedadvocate.org/philosophies-education-3-types-student-centered-philosophies/

  • This article discusses which educational philosophies are student-centered.                                                                                                                                                            

9. Lynch, M. (2016, August 05). Philosophies of Education: 2 types of teacher-centered philosophies. Retrieved March 07, 2018, from http://www.theedadvocate.org/philosophies-education-2-types-teacher-centered-philosophies/

  • This article discusses which educational philosophies are teacher-centered.

10. Educational Philosophy Self-Assessment[XLSX]. Retrieved March 1, 2018, from https://lumen.instructure.com/courses/211470/assignments/2388018

  •  Complete and score this Educational Philosophy Self-Assessment

Optional Videos

1. Krutka, D. (2016, June 02). 5 Educational Philosophies. Retrieved February 22, 2018, from https://www.youtube.com/watch?v=3H0DbcDbIbs&t=610s&index=2&list=WL (12:09)

  • This video will reinforce what you’ve read about different educational philosophies.

2. Shook, T. (2016, November 04). Progressivism: Overview & Practical Teaching Examples. Retrieved March 03, 2018, from https://www.youtube.com/watch?v=rCLKvKuaKQo&list=PL9VM8Qq_3FrbeT9yvKNRgXOBQjwHEKOf2&index=2   (3:32)

  • This video will provide you with a recap of the principles of progressive education.

3. Rubinacci, J. (2016, July 26) Building a Better Teaching Philosophy: Studying Perennialism and Essentialism. Retrieved February 27, 2018 from https://www.youtube.com/watch?v=lwMUSBMmOnw&list=WL&index=25  (2:10) 

Unit 4: Global Philosophical Foundations in Education

  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Continue to participate in the Group Activity
  • Complete the Reflective Portfolio Assignment

Reading Assignment

To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

1. Sharpes, D. K. (2013). Nineteenth and Twentieth Century Trends. In Advanced Educational Foundations for Teachers: the history, philosophy, and culture of schooling [pdf] (pp. 431-450). Retrieved March 1, 2018, from http:ebookcentral.proquest.com   

  • This chapter will introduce you to 4 philosophers from around the world and discuss their place in educational history.   
  • You will need to create an account with Proquest eBook Central to access this resource. Once you are logged into Proquest, search for In Advanced Educational Foundations for Teachers: the history, philosophy, and culture of schooling. You will also need to download and install Adobe Digital Editions to download the eBook.  

2. Qadoumi, G. (November 11). What are some examples of philosophers of education and their contributions? Retrieved March 1, 2018, from https://www.quora.com/What-are-some-examples-of-philosophers-of-education-and-their-contributions

  • This resource will introduce you to a variety of philosophers and their educational contributions.

3. Schools of Philosophy Graphic Organizer [Pdf]. (2014, August).Retrieved March 2, 2018, from https://lumen.instructure.com/courses/211470/files/22401734?module_item_id=5567015

  • Print and complete this Schools of Philosophy Graphic Organizer as a tool for your paper and group project

4. Stinson, D. W. (2016). Dewey, Freire, and Foucault and an ever-evolving philosophy of (mathematics) education. Journal of Research in Curriculum & Instruction, 20(2), 70–78. Retrieved fromhttps://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1038&context=mse_facpub 

  • Read sections I-V of this article for a comparison of the thoughts of Dewey, Freire, and Foucault.

5. Schor, I. (1992). Education is Politics: Paulo Freire's critical pedagogy. In Paulo Freire: A critical encounter. [pdf] (pp. 24-36). Retrieved from http://ebookcentral.proquest.com

  • This chapter discusses Paulo’s Freire’s pedagogy.  
  • You will need to create an account with Proquest eBook Central to access this resource.  You can access this for 21 days.  

6. Petrovic, J. E., & Mitchell, R. M. (2018). Comparing Reflections on Philosophies of Indigenous Education around the World. In Indigenous Philosophies of Education around the World (pp. 249-263). Retrieved March 5, 2018, from www.academia.edu.35861136.Indigenous_Philosophies_of_Education_around_the_World.pdf

  • This chapter discusses how we should view different philosophies of indigenous education and poses some interesting questions.  (13 pgs)

7. Bonnie, M. (2010, April 30). Two Key Theories in Education: Confucius and John Dewey. Retrieved March 02, 2018, from https://www.academia.edu/1120169/Two_Key_Theories_in_Education_Confucius_and_John_Dewey

  • This article discusses some of the similarities and differences between Confucius and Dewey, two philosophers not often grouped together.  

8. Faryadi, Q. (2015, Nov. & Dec.). An Islamic Perspective of Teaching Philosophy: A personal justification. Retrieved March 1, 2018, from https://files.eric.ed.gov/fulltext/ED574266.pdf  

  • Read sections I-IX to learn more about an Islamic perspective of teaching.

    9. Qadoumi, G. (November 11). What are some examples of philosophers of education and their contributions? Retrieved March 1, 2018, from https://www.quora.com/What-are-some-examples-of-philosophers-of-education-and-their-contributions

                   This resource will introduce you to a variety of philosophers and their educational contributions.

    10. Schools of Philosophy Graphic Organizer [Pdf]. (2014, August).Retrieved March 2, 2018 from https://lumen.instructure.com/courses/211470/files/22401734?module_item_id=5567015

                   Print and complete this Schools of Philosophy Graphic Organizer as a tool for your paper and group project

    11. Stinson, D. W. (2016). Dewey, Freire, and Foucault and an ever-evolving philosophy of (mathematics) education. Journal of Research in Curriculum & Instruction, 20(2), 70–78. Retrieved from https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1038&context=mse_facpub (8pg)

                   Read sections I-V of this article for a comparison of the thoughts of Dewey, Freire and Foucault.

    12. Schor, I. (1992). Education is Politics: Paulo Freire's critical pedagogy. In Paulo Freire: A critical encounter.[pdf] (pp. 24-36). Retrieved from http://ebookcentral.proquest.com

                   This chapter discusses Paulo’s Freire’s pedagogy.  (14pg)

    13. Petrovic, J. E., & Mitchell, R. M. (2018). Comparing Reflections on Philosophies of Indigenous Education around the World. In Indigenous Philosophies of Education around the World (pp. 249-263). Retrieved March 5, 2018, from www.academia.edu.35861136.Indigenous_Philosophies_of_Education_around_the_World.pdf

    • This chapter discusses how we should view different philosophies of indigenous education and poses some interesting questions.  (13 pgs)

    14. Bonnie, M. (2010, April 30). Two Key Theories in Education: Confucius and John Dewey. Retrieved March 02, 2018, from https://www.academia.edu/1120169/Two_Key_Theories_in_Education_Confucius_and_John_Dewey

    • This article discusses some of the similarities and differences between Confucius and Dewey, two philosophers not often grouped together.  (12 pg)

    15. Faryadi, Q. (2015, Nov. & Dec.). An Islamic Perspective of Teaching Philosophy: A personal justification. Retrieved March 1, 2018, from https://files.eric.ed.gov/fulltext/ED574266.pdf (9pg)

    • Read sections I-IX to learn more about an Islamic perspective of teaching.

    Optional Videos

    1. AhChickenLittle. (2012 October 25). John Locke’s Thoughts on Education. Retrieved February 25, 2018, from https://www.youtube.com/watch?v=aaWj0qBAUPo  (4:59)

    • This video provides you with an overview of John Locke and his thoughts on education.

    3. Wiseman, A. (2013, April 18). Human Rights: Frieres (sic) Pedagogy of the Oppressed, Part 1. Retrieved March 05, 2018, from https://www.youtube.com/watch?v=rk6zyEiyaXA   (8:24)

    • This video walks you through the pedagogy of the oppressed theory. 

     4. AhChickenLittle. (2012 October 25). John Locke’s Thoughts on Education. Retrieved February 25, 2018, from https://www.youtube.com/watch?v=aaWj0qBAUPo  (4:59)

    •  This video provides you with an overview of John Locke and his thoughts on education.

    5. Jordan, Adam. (2016, March 3). Horace Mann’s Impact on Education. Retrieved February 25, 2018, from https://www.youtube.com/watch?v=y4Qc3gZQZpI  (6:01)

    • This video will provide you with an overview of Horace Mann as a progressive reformer.

    6. Wiseman, A. (2013, April 18). Human Rights: Frieres (sic) Pedagogy of the Oppressed, Part 1. Retrieved March 05, 2018, from https://www.youtube.com/watch?v=rk6zyEiyaXA   (8:24)

    • This video walks you through the pedagogy of the oppressed theory. 

    Unit 5: Sociological Foundations of Education

    • Read the Learning Guide and Reading Assignments
    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
    • Continue to participate in the Group Activity
    • Complete and submit the Written Assignment

    Reading Assignment

    To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

    1. Education around the World. (n.d.). In Introduction to Sociology. Retrieved March 3, 2018, from https://cnx.org/contents/r-QzKsl_@7.23:voB0kEEh@6/Education-around-the-World

    •  This resource will provide you with an introduction to sociology and education.

    2. Theoretical Perspectives on Education. (2010). In University of Minnesota Libraries Publishing (Ed.), Sociology: Understanding and changing the social world. Retrieved March 3, 2018, from http://open.lib.umn.edu/sociology/chapter/16-2-sociological-perspectives-on-education/

    • Read this introduction to sociological theories of education.

    3. OECD. (2013, January 01). What Are the Social Benefits of Education? Retrieved March 04, 2018, from http://www.oecd-ilibrary.org/education/what-are-the-social-benefits-of-education_5k4ddxnl39vk-en;jsessionid=9gickreg0ssr9.x-oecd-live-03

    • This publication from the Organisation for Economic Cooperation and Development (OECD) discussed benefits of education to society.

    4. Anderson-Levitt, K. M. (2005). The schoolyard gate: schooling and childhood in global perspective. Journal of Social History, 38(4), 987+. Retrieved March 4, 2018, from http://link.galegroup.com/apps/doc/A133934741/AONE?u=lirn17237&sid=AONE&xid=c28ffaf8

    • This article looks at the effects of “schooling” on societies.

    5. World Bank. (2018). Ch 1: Schooling, learning and the promise of education. In World Development Report 2018 : Learning to Realize Education's Promise. Retrieved March 2, 2018, from https://openknowledge.worldbank.org/handle/10986/28340             

    • Chapter 1 discusses the promise of education around the world.

    6. Sikhauli, S. (n.d.). Human Rights and Education. In MA.Edu.Philosophy (pp. 191-197). Retrieved March 3, 2018, from https://www.academia.edu/34327764/M.A._Edu._Philosophy.

    • Chapter 17 offers us a discussion of the concepts of education as a human right. The Universal Declaration of Human Rights will be outlined as a counterpoint to the forthcoming discussion of issues impacting access to a meaningful education.

    7. Murphy, L., Mufti, E., & Kassem, D. (2008). Education: Who gets what? In Education Studies: An Introduction. (pp. 115-125). McGraw-Hill. Retrieved March 3, 2018, from https://proxy.lirn.net/MuseProxyID=mp02/MuseSessionID=cd11p0zld/MuseProtocol=https/MuseHost=ebookcentral.proquest.com/MusePath/lib/univ-people-ebooks/reader.action?docID=420765&ppg=113.

    • Chapter 9 introduces us to some of the issues facing UK (and global) education today.

    8. Curtis, M. (2009). A World of Discrimination: Minorities, indigenous peoples, and education. Retrieved March 5, 2018, from http://minorityrights.org/wp-content/uploads/old-site-downloads/download-655-A-world-of-discrimination.pdf

    • Mr. Curtis discusses many of the issues facing minorities and indigenous peoples around the world.

    9. Hannum, E., Park, H., & Butler, Y. G. (Eds.). (2010). Introduction: Emerging issues for educational research in East Asia (pg 1-14) In Globalization, changing demographics, and educational challenges in East Asia. Retrieved from https://ebookcentral.proquest.com

    Optional Videos

    1. Crash Course.  Education in Society: Crash course sociology #40. [video] (2018, January 15). Retrieved March 4, 2018, from https://www.youtube.com/watch?v=S294zRodS_4&index=18&list=WL

    • The following video explains education from a sociological viewpoint. (11:31)

    2. Crash Course. Schools & Social Inequality: Crash Course sociology #41. [video] (2018, January 22). Retrieved March 4, 2018, from https://www.youtube.com/watch?v=hYMk3Bk08NA&list=PL9VM8Qq_3FrY6FqAr9cECYJoACmYsHBDO

    • As this video discusses, although we may have noble purposes for education, the field of education does have its issues. Although this video references the U.S., you will see similarities as we progress through Units 5 and 6.  (11:26)

    3. Mod*U. (2017, August 10) Equality vs. Excellence: A short history of education. [video] Retrieved February 22, 2018 from https://www.youtube.com/watch?v=yfPG62OGmHw&list=PL1M5TsfDV6VsBEsuUjWYOaPrJsFePgosY&index=3 (4:09)

    • This closing video discusses some of the issues the US has faced and reminds us that access does not equal access to a quality education. 

    Unit 6: Social & Political Issues

    • Peer assess Unit 5 Written Assignment
    • Read the Learning Guide and Reading Assignments
    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
    • Continue to participate in the Group Activity

    Reading Assignment

    To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

    1. OpenLearn. (2016, September 12). Displaced children of our time. Retrieved March 5, 2018, fromhttp://www.open.edu/openlearn/health-sports-psychology/childhood-youth/displaced-children-our-time

    • This article discusses some of the issues faced by refugees.

    2. UNICEF. (2015, July 31). Educate All Girls and Boys in South Asia: The Global Out-of-School Children Initiative. Retrieved March 1, 2018, from https://eric.ed.gov/?q=ED573877&id=ED573877

    • This report discusses children out of school and includes graphic illustrations statistically demonstrating exclusion in education in South Asia

    3. Obashoro-John, O. A., & Oni, G. J. (2017). Refugee Education: The State of Nigeria’s Preparedness. Universal Journal of Educational Research,5(6), 989-994. Retrieved March 1, 2018, from https://eric.ed.gov/?q=EJ1143768&id=EJ1143768 doi:10.13189/ujer.2017.050611

    • This article discusses Nigeria’s educational systems’ ability to deal with the recent refugee crisis.  

    4. Hos, R. (2016). Education in Emergencies: Case of a Community School for Syrian Refugees. European Journal of Educational Research,5(2), 53-60. doi:10.12973/eu-jer.5.2.53.  Retrieved from: https://files.eric.ed.gov/fulltext/EJ1099651.pdf

    • Syria too struggles with educating refugees.  

    5. In the Czech Republic, Romani Children Do Not Have Equal Access to Education. (2012). In D. A. Henningfeld (Ed.), Global Viewpoints. Education (pp. 34-41). Detroit: Greenhaven Press. Retrieved fromhttp://link.galegroup.com/apps/doc/CX1756200011/GVRL?u=lirn17237&sid=GVRL&xid=03ee5fd3

    • This article discusses how Romani children are excluded from many educational opportunities.  

    6. Wilson, W. J. (2011). Being Poor, Black and American: The impact of political, economic and cultural forces. Retrieved March 4, 2018, from https://www.aft.org/sites/default/files/periodicals/Wilson.pdf

    • Read pages 1-23 for a perspective of the educational legacy of African Americans in the United States. This article highlights that even ‘advanced’ societies still have inequitable educational systems.

    7. Satyarthi, K. (2017, August 03). Free children from chains: India and the world need a multi-dimensional strategy to stop human trafficking. Retrieved March 1, 2018, fromhttps://blogs.timesofindia.indiatimes.com/toi-edit-page/free-children-from-chains-india-and-the-world-need-a-multi-dimensional-strategy-to-stop-human-trafficking/

    • This article discusses a social issue affecting children’s’ ability to access education that is rarely discussed.

    8. Winthrop, R., Dews, F., & Finan, B. (2017, October 11). Why girls' education is the world's best investment. [podcast-video] Retrieved March 16, 2018, from https://www.brookings.edu/podcast-episode/why-girls-education-is-the-worlds-best-investment/

    • This podcast and video discuss why the education of girls’ is a meaningful investment for any society. (20:00)

    9. Goodman, R., & Kaplan, S. (n.d.). The Mantra of Meritocracy (SSIR). Retrieved March 19, 2018, fromhttps://ssir.org/articles/entry/the_mantra_of_meritocracy

    • This online article discusses many of the barriers to education. 

    10. Limaye, S. (2016). Factors influencing the Accessibility of Education for Children with Disabilities in India. Global Education Reform. 3 (3) 43-56 Retrieved March 2, 2018, fromhttps://files.eric.ed.gov/fulltext/EJ1115090.pdf

    • While this article discusses issues for children with disabilities in India, many of the barriers to access are in place in many countries.  

     The following Articles discuss possible reform measures that can be put in place:

    11. OCED. (2016). Education in China: A snapshot. Retrieved March 5, 2018, fromhttps://www.oecd.org/china/Education-in-China-a-snapshot.pdf                

    • Read pages 28-32 (through Reforming Curriculum) to read about some initiatives to improve education in China.

    12. Kent, D. (2015). A New Educational Perspective: The Case of Singapore. Penn GSE Perspectives on Urban Education. Retrieved March 10, 2018, from https://eric.ed.gov/?q=EJ1160443&id=EJ1160443.

    • This article discusses some of the educational reforms in Singapore.  

    13. UNESCO. (2017). A guide for ensuring inclusion and equity in education. Retrieved March 5, 2018, fromhttp://unesdoc.unesco.org/images/0024/002482/248254e.pdf

    • After reviewing the terminology on pg. 7, read pages 16-27 to discuss how we can improve access to education for individuals with disabilities around the world.  

    14. Chu, L. (2017, October 24). China's education reform. New York Times, p. (L). Retrieved fromhttp://link.galegroup.com/apps/doc/A511079219/GIC?u=lirn17237&xid=1cf939f4

    • This opinion piece discusses China’s educational reforms.

    15. Epstein, M., & Yuthas, K. (2012). Redefining Education in the Developing World (SSIR). Retrieved March 6, 2018, from https://ssir.org/articles/entry/redefining_education_in_the_developing_world

    • These authors provide a viewpoint on how to reform education.  

     Optional Videos

    1. Normile, D. (2017, December 08). One in three Chinese children faces an education apocalypse. An ambitious experiment hopes to save them. Retrieved March 4, 2018, fromhttp://www.sciencemag.org/news/2017/09/one-three-chinese-children-faces-education-apocalypse-ambitious-experiment-hopes-save

    • This article and video (5:00) discusses issues of expectations, poverty, and differences between rural and urban educational systems.

    2. Stout, K. L. (2013, December 17). Mind the gap: China's great education divide. Retrieved March 1, 2018, fromhttps://www.cnn.com/2013/12/17/world/asia/china-education-gap-stout/

    • The following video (2:10) and article discuss the achievement gap in China.

    3. NOVA. (n.d.). School of the Future | The Achievement Gap. Retrieved March 4, 2018, fromhttps://indiana.pbslearningmedia.org/resource/nvsof-sci-achievementgap/wgbh-nova-school-of-the-future-the-achievement-gap/#.Wq_WxejwY65

    • This video highlights the education gap in the United States. (4:16)

     Unit 7: Global Standings and Perspectives  

    • Read the Learning Guide and Reading Assignments
    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
    • Complete and submit the Written Assignment
    • Complete and submit the Group Presentation

    Reading Assignment

    To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

    1. Care, E., Kim, H., Anderson, K., & Gustafsson-Wright, E. (2017, March 24). Skills for a Changing World: National Perspectives and the Global Movement. Retrieved March 5, 2018, from https://www.brookings.edu/wp-content/uploads/2017/03/global-20170324-skills-for-a-changing-world.pdf

    • Read pgs 1-10 to understand some of the skills that are needed in a 21st century society and how specific countries are trying to implement reforms to address this.

    2. Ledward, C., & Hirata, D. (2011). An Overview of 21st Century Skills. Retrieved March 25, 2018, from http://www.ksbe.edu/_assets/spi/pdfs/21st_Century_Skills_Brief.pdf

    •  This summary of 21st Century Skills provides you with more information regarding each area.  

    3. P21. (2016, January). Framework for 21st Century Learning. Retrieved March 27, 2018, from http://www.p21.org/our-work/p21-framework

    • This flyer provides an overview of 21st Century skills. 

    4. UNESCO. (2015). Education for All 2000-2015: Achievements and challenges(Rep.). Retrieved March 7, 2018, from http://unesdoc.unesco.org/images/0023/002322/232205e.pdf

    • Read the Executive Summary to see which areas in education have been proved upon and challenges we still face.  

    5. Global Education Monitoring Report. (2015, April 15). Report cards for Education for All: 2000-2015. Retrieved March 6, 2018, from https://gemreportunesco.wordpress.com/2015/04/15/report-cards-for-education-for-all-2000-2015/

    •  These ‘report cards’ provide a visual summary of the full UNESCO report.

    6. World Bank. (2018). Overview: Learning to realize education’s promise. In The World Development Report 2018: LEARNING to Realize Education’s Promise. Retrieved March 5, 2018, from https://openknowledge.worldbank.org/handle/10986/28340

    • The overview of this report provides context for how many countries are improving their educational systems and outcomes.

    7. TES. (2016, December 06). Pisa: At-a-glance global education rankings in science, mat, s and reading. Retrieved March 6, 2018, from https://www.tes.com/news/school-news/breaking-news/pisa-a-glance-global-education-rankings-science-maths-and-reading

    •  This is an easy to read ranking of countries 2015 performance on the PISA.

    8. World Bank. (2018). Ch 2: The great school expansion- and those it has left behind. In The World Development Report 2018: LEARNING to Realize Education’s Promise. Retrieved March 5, 2018, from https://openknowledge.worldbank.org/bitstream/handle/10986/28340/9781464810961_Ch02.pdf 

    •  This chapter discusses educational outcomes for those whose educational opportunities who have improved, and those whose have not.

    9. World Bank. (2018). Ch 3: The many faces of the learning crisis. In The World Development Report 2018: LEARNING to Realize Education’s Promise. Retrieved March 5, 2018, from https://openknowledge.worldbank.org/bitstream/handle/10986/28340/9781464810961_Ch03.pdf  (13 pgs)

    • This chapter discusses how some of the social and political factors discussed in previous units affect learning outcomes.

    10. World Bank. (2018). Ch 5: There is no learning without prepared, motivated learners. In The World Development Report 2018: LEARNING to Realize Education’s Promise. Retrieved March 5, 2018, from https://openknowledge.worldbank.org/bitstream/handle/10986/28340/9781464810961_Ch05.pdf  

    • This chapter discusses how we can improve students’ readiness for learning as a society related to educational outcomes.

    11. OECD. (2012, April 01). How Pronounced Is Income Inequality Around the World - And How Can Education Help Reduce It? Retrieved March 26, 2018, from http://www.oecd-ilibrary.org/education/how-pronounced-is-income-inequality-around-the-world-and-how-can-education-help-reduce-it_5k97krntvqtf-en;jsessionid=1rbua1q59ulq3.x-oecd-live-03

    • This article discusses how income inequality can be reduced through education. 

    12. Choi, A. (2015, December 22). What the best education systems are doing right. Retrieved March 5, 2018, from https://ideas.ted.com/what-the-best-education-systems-are-doing-right/

    • This article provides a comparison of what some countries are doing right and highlights why the United States Is not achieving.

    Additional Resources for educational outcomes:

    13. Education Policy and Data Center. (n.d.). National Education Profiles. Retrieved March 26, 2018, from https://www.epdc.org/country

    • Use this site to quickly find data regarding your chosen country. Click on the country in the right toolbar, then click on the Profiles tab under the map. You will be able to click on the National Educational Profile.

    14. World Bank. (n.d.). Education Statistics (EdStats). Retrieved March 6, 2018, from http://datatopics.worldbank.org/education/wDashboard/dqlearning

    • Use this website to see how many countries performed in math, science and literacy on a variety of international measurements. This will be helpful for your presentation. Notice that this site provides outcomes on a variety of assessments given in different subjects and areas.

    15. Education Policy and Data Center. (2016, February 29). About EPDC Learning Outcomes Data. Retrieved March 6, 2018, from https://www.epdc.org/data-about-epdc-data/about-epdc-learning-outcomes-data

    • This website shows additional international assessments If your chosen country is not included in the PISA results.

    16. US Department of Education. (2015, December). Comparative Indicators of Education in the United States and Other G-20 Countries: 2015. Retrieved March 7, 2018, from https://nces.ed.gov/pubs2016/2016100.pdf

    •  Appendix A starting on page 93 provides you with information regarding various countries. 
    Optional Video

      1. TEDxTalks. (2015, August 31). What the Finnish education systems could learn from Asia. [video] Retrieved March 6, 2018, from https://www.youtube.com/watch?v=tXihBgHJelY&index=33&list=WL

      •   Listen as Hannamiina shares how Finland can learn from Asian educational systems.

      Unit 8: The Role of Educators in a Changing World

      • Peer assess Unit 7 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete the Reflective Portfolio Assignment
      • Complete and submit the anonymous Course Evaluation

      Reading Assignment

      To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

      1. Costin, C. (2017, August 3). What is the Role of Teachers in Preparing Future Generations? Retrieved March 11, 2018, from https://www.brookings.edu/opinions/what-is-the-role-of-teachers-in-preparing-future-generations/

      • What will the role of teachers be in a changing world?  

      2. Andrews, D. J., Richmond, G., & Floden, R. (2018). Teacher Education for Critical Democracy: Understanding Our Commitments as Design Challenges and Opportunities. Journal of Teacher Education,69(2), 114-117. doi:10.1177/0022487117752363 retrieved from https://scholars.opb.msu.edu/en/publications/teacher-education-for-critical-democracy-understanding-our-commit

      •  This article brings us back to our discussion of what the role of educators and those interested in education is in advancing democratic and social justice ideals. 

      3. UNESCO. (2014). Advocacy Toolkit for Teachers to Provide a Quality Education. Retrieved February 19, 2018, from http://unesdoc.unesco.org/images/0022/002299/229954e.pdf

      • This toolkit provides information on what educators and educational advocates can do to ensure all students received a quality education. 

      4. Pisa, K. (2017, October 05). Where teachers have the highest status. Retrieved March 11, 2018, from https://www.cnn.com/2017/10/04/health/teacher-pay-and-status/index.html

      • This article discusses some ways teachers are valued.

      5. Varkey Foundation. (n.d.). 2013 Global Teacher Status Index (Rep.). Retrieved February 11, 2018, from Varkey Foundation website: https://www.varkeyfoundation.org/sites/default/files/documents/2013GlobalTeacherStatusIndex.pdf

      • Read the executive summary (pgs 6-8) of this document to understand the purpose and findings of the Varkey Foundation’s study. You might want to see if your country is included in the country-specific findings  

      6. Varkey Foundation. (n.d.). Respect: Status of teachers. [Infographic]. Retrieved February 27, 2018, from https://www.varkeyfoundation.org/media/4188/teacher-status-index-infographics.pdf

      • This infographic is a great overview of the Varkey Foundation study of how teachers are respected around the world. 

      7. UNESCO. (2015, September). The Right to Education and the Teaching Profession (Rep. No. 8th consultation). Retrieved February 22, 2018, from UNESCO website: http://unesdoc.unesco.org/images/0023/002348/234820E.pdf

      • Read PART I -Analysis of Measures Reported (pgs 9-22) which addresses many areas and recommendations for ways to improve educational outcomes by improving the quality of teaching.            

      8. Benade, L. (2016) Teachers’ reflective practice in the context of twenty-first-century learning. In Open Review of Educational Research 3:1, pages 133-147. Retrieved March 27, 2018 from https://www.tandfonline.com/doi/full/10.1080/23265507.2014.998159   

      • This article discusses how Teachers can become reflective practitioners within the context of 21st Century learning. 

      9. Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice,1(2), 293-306. Retrieved March 12, 2018, from http://ed253jcu.pbworks.com/f/Larrivee_B_2000CriticallyReflectiveTeacher.pdf

      • This article provides you with the process of becoming a reflective teacher. 

      10. Bim-Bad, B. M., & Egorova, L. I. (2016). Interaction Between Philosophy of Education and Teaching Practice. International Journal of Environmental & Science Education. 11(10), 3385-3392.Retrieved February 22, 2018, fromERIC  https://files.eric.ed.gov/fulltext/EJ1114663.pdf

      • This article discussed how our philosophy of education is manifested in our teaching practice.  

      11. Spurgeon, L., & Moore, G. (n.d.). The Educational Philosophies of Training and Development Professors, Leaders, and Practitioners. Retrieved February 21, 2018, from https://files.eric.ed.gov/fulltext/EJ553242.pdf

      • What is the role of our educational philosophy in instruction? Does our role matter? While this article references educational philosophies as it applies to educator education (similar to the program you are enrolled in), the chart on page 13 may be informative for your final paper.                            

       https://www.ibo.org/globalassets/digital-tookit/flyers-and-artworks/approaches-to-teaching-learning-dp-en.pdf

      Optional Videos

      1. OnSide Learning. (2013) Education-Am I a 21st Century Teacher? [video] Retrieved March 29, 2018, from https://www.youtube.com/watch?v=GCwtsAp2VyY&index=13&list=WL

      • Review this video as it discusses the P21 principles and 21st Century learning. (2:57)

      2. NOVA. (n.d.). School of the Future- What Should the School of the Future Look Like? Retrieved March 10, 2018, from https://mass.pbslearningmedia.org/resource/nvsof-sci-futureschool/wgbh-nova-school-of-the-future-what-should-the-school-of-the-future-look-like/#.Wr13LIjwY64

      • What will the school of the future be like? How is this aligned with the IB principles?

      Additional resources:

      3. University of the People. (n.d.). Learning to teach: Becoming a reflective practitioner. Retrieved March 30, 2018, from http://www.open.edu/openlearn/education/learning-teach-becoming-reflective-practitioner/content-section-0?active-tab=description-tab

      • If you want to learn more about becoming a reflective practitioner, this 5-hour free course is available. 

      Course Requirements:

      Discussion Assignments & Response Posts/Ratings
      Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

      Written Assignments & Assessment Forms
      Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

      Group Activities
      During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

      Reflective Portfolio Activities
      Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

      The Research and Practice Portfolio 
      Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

      • Reflective Portfolio Activities
      • Research
      • Teaching and Learning Resources

      Course Forum
      The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


      Course Policies:

      Grading Components and Weights
      Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

      Discussion Assignments  20%
      Written Assignments    30%
      Group Activities  25%
      Reflective Portfolio Activities  25%
      TOTAL 100%


      Grading Scale
      This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

      Letter Grade
      Grade Scale Grade Points
      A+ 98-100 4.00
      A 93-97 4.00
      A- 90-92 3.67
      B+ 88-89 3.33
      B 83-87 3.00
      B- 80-82 2.67
      C+ 78-79 2.33
      C 73-77 2.00
      C- 70-72 0.00
      D+ 68-69 0.00
      D 63-67 0.00
      D- 60-62 0.00
      F Under 60 0.00
      CR N/A N/A
      NC N/A N/A
      NF N/A N/A
      W N/A N/A


      Grade Appeal

      If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within 14 days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

      Participation
      Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

      • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
      • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
      • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
      • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

      Academic Honesty and Integrity
      When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

      Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

      Code of Conduct
      University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

      EDUC 5210 Learning Theory

      UoPeople logo


      EDUC 5210: Learning Theory and Implications for Instruction


      Credits: 3

      Course Description: 

      This course will examine the major theories and models for understanding how students learn.  Attention will be given to the cognitive, affective and sensory/psychomotor domains and implications for learning through differing modalities.  Contributions of neuroscience to understanding adolescent research are explored, and structural barriers to learning such as stereotype threat are discussed.  Students will gain insights into the interplay of learner characteristics, prior experiences, the medium of instruction, and cultural influences and understand that learning is contextual, with no single theory universally applying to every student in every situation.


      Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

      • Other readings are available in the Unit Learning Guides.

      Software Requirements/Installation: No special requirements.


      Learning Objectives and Outcomes:

      By the end of this course students will be able to:

      1. Analyze the parameters and critical features relevant to learning situations and students.
      2. Examine the major theories and models for understanding how students learn, including behaviorism, cognitive information processing, observational and social learning, constructivism.
      3. Evaluate the cognitive, affective and sensory/psychomotor domains and implications for learning through differing modalities.
      4. Explore the contributions of neuroscience to adolescent brain research and understanding behavior to create a safe and respectful learning environment.
      5. Articulate the structural barriers to learning such as stereotype threat, curriculum-home mismatch, and use of particularized materials and approaches.


      Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

      Week 1: Unit 1 - Learning and Teaching in the Classroom

      Week 2: Unit 2 - Behaviorism and the Information Processing Model in Classroom Practices

      Week 3: Unit 3 - Observational, Social Learning, & Constructionism in the Classroom

      Week 4: Unit 4 - Domains of Learning

      Week 5: Unit 5 - The Adolescent Brain and Neuroscience

      Week 6: Unit 6 - Barriers to Learning

      Week 7: Unit 7 - Understanding Learner Characteristics

      Week 8: Unit 8 - Multiple Approaches to Curriculum Design


      Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

      Unit 1: Learning and Teaching in the Classroom

      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Written Assignment
      • Complete the Reflective Portfolio Assignment

      Unit 2: Behaviorism and the Information Processing Model in Classroom Practices

      • Peer assess Unit 1 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Written Assignment
      • Complete the Reflective Portfolio Assignment

      Unit 3: Observational, Social Learning, & Constructionism in the Classroom

      • Peer assess Unit 2 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Written Assignment
      • Meet with your assigned group and complete the pre-group work tasks outlined in the Group Work document
      • Complete the Reflective Portfolio Assignment

      Unit 4: Domains of Learning

      • Peer assess Unit 3 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Begin the Group Assignment
      • Complete the Reflective Portfolio Assignment

      Unit 5: The Adolescent Brain and Neuroscience

      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Written Assignment
      • Continue to work on the Group Assignment
      • Complete the Reflective Portfolio Assignment

      Unit 6: Barriers to Learning

      • Peer assess Unit 5 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Group Assignment
      • Complete the Reflective Portfolio Assignment

       Unit 7: Understanding Learner Characteristics

      • Peer assess Unit 6 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Written Assignment
      • Complete the Reflective Portfolio Assignment

      Unit 8: Multiple Approaches to Curriculum Design

      • Peer assess Unit 7 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete the Reflective Portfolio Assignment
      • Complete and submit the anonymous Course Evaluation

      Course Requirements:

      Discussion Assignments & Response Posts/Ratings
      Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

      Written Assignments & Assessment Forms
      Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

      Group Activities
      During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

      Reflective Portfolio Activities
      Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

      The Research and Practice Portfolio: 
      Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

      • Reflective Portfolio Activities
      • Research
      • Teaching and Learning Resources

      Course Forum
      The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


      Course Policies:

      Grading Components and Weights
      Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

      Discussion Assignments  20%
      Written Assignments    30%
      Group Work  25%
      Reflective Portfolio Activities  25%
      TOTAL 100%


      Grading Scale
      This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

      Letter Grade

      Grade Scale

      Grade Points

      A+

      98-100

      4.00

      A

      93-97

      4.00

      A-

      90-92

      3.67

      B+

      88-89

      3.33

      B

      83-87

      3.00

      B-

      80-82

      2.67

      C+

      78-79

      2.33

      C

      73-77

      2.00

      C-

      70-72

      0.00

      D+

      68-69

      0.00

      D

      63-67

      0.00

      D-

      60-62

      0.00

      F

      Under 60

      0.00

      CR

      N/A

      N/A

      NC

      N/A

      N/A

      NF

      N/A

      N/A

      W

      N/A

      N/A



      Grade Appeal

      If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within fourteen days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

      Participation
      Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

      • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
      • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
      • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
      • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

      Academic Honesty and Integrity
      When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

      Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

      Code of Conduct
      University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

      EDUC 5220 Curriculum Design

      UoPeople logo

      EDUC 5220: Curriculum Design and Instructional Decision Making


      Credits: 3


      Course Description: 

      This course introduces the major curricular models and analyzes their design and development, implementation, and evaluation.  The role of technology and disciplinary and interdisciplinary approaches are considered, and teaching through inquiry and for conceptual understanding are explored.  Strategies for planning, conducting and evaluating curricula are covered, and the practical problems teachers face in making curricular decisions are discussed.  The course will also examine the influence of legislative and socio-political forces and the value systems of central stakeholders on planning and curriculum choices.  

      Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

      • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

      Software Requirements/Installation: No special requirements.


      Learning Objectives and Outcomes:

      By the end of this course students will be able to:

      1. Explore the influence of various contextual factors on student learning, instruction or curriculum.
      2. Examine a rationale for teaching in a changing societyAnalyze the importance of differentiated teaching and assessment.
      3. Analyze the importance of differentiated teaching and assessment.
      4. Evaluate major social, political, and cultural trends in education.

      Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

      Week 1: Unit 1 - What is Curriculum?

      Week 2: Unit 2 - Curriculum Theory

      Week 3: Unit 3 - Curriculum and the Educator

      Week 4: Unit 4 - Curriculum Development

      Week 5: Unit 5 - Curriculum and Cultural Diversity

      Week 6: Unit 6 - Curriculum and Technology

      Week 7: Unit 7 - Curriculum and Evaluation

      Week 8: Unit 8 - Curriculum and Course Review


      Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for studentsThe Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

      Unit 1: What is Curriculum?

      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Written Assignment
      • Complete the Reflective Portfolio Assignment

      Reading Assignment


      1. Eisner, E.  What does it mean to say a school is doing well?.  In Flinders, D. J., &   Thornton, S. J. (Eds.), The Curriculum Studies Reader, Fourth Edition (pp.297-305). New York, NY: Routledge. Retrieved from: https://chrisdavidcampbell.files.wordpress.com/2016/12/eisener-2001.pdf
        • Elliot W. Eisner is highly revered when it comes to discussions about curriculum reform and in this article, he talks about rationalization and its role in the American education system.  He further explores standardized testing and what he believes it reveals about students.  As you read, many of you may recognize narrative echoes of or resonances to your own educative situations especially in terms of “out-of-classroom” professional knowledge landscapes. Eisner is also an advocate for creativity in the classroom and arts education. 
        2. Kliebard, H. (1977). Problems of Definition in Curriculum. Journal of Curriculum and Supervision Fall 1989 (5) 1, pp.1-5. Retrieved from http://www.ascd.org/ASCD/pdf/journals/jcs/jcs_1989fall_kliebard.pdf
          • Herbert Kliebard is a well-known curriculum theorist and historian looking at past educative reforms for some insight or guidance regarding present-day classroom situations. 
          3. Su, S. (2012). The Various Concepts of Curriculum and the Factors Involved in Curricula-making. Retrieved from: https://www.researchgate.net/publication/268348184_The_Various_Concepts_of_Curriculum_and_the_Factors_Involved_in_Curricula-making
            • Shao-Wen Su is a professor at the National Chin-Yi University of Technology (Taiwan).  Her work here explores definitions of curriculum and what aspects need to be considered when deriving one’s professional understanding of the term.
            4. What is Curriculum? (n.d.). Retrieved from https://www.igi-global.com/dictionary/curriculum/6468
              • IGI Global, an international academic publisher for research aimed at societal change, compiles a list here of curriculum definitions with links to additional resources. Please take a look at the list of 36 definitions on this web page.
              5. International Bureau of Education. (n.d.). Different Meanings of “Curriculum". Retrieved from http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/different-meanings-%E2%80%9Ccurriculum%E2%80%9D
                • This website provides information on curricula from a global standpoint. This page of the website focuses on how a curriculum is developed and differs as it moves from paper to classroom implementation. After reading Different Meanings of "Curriculum", take a moment and review the different resources available on this website.
                6. UNESCO International Bureau of Education (UNESCO-IBE). (2016). What makes a quality curriculum? Current and Critical Issues in Curriculum and Learning (2), pp.1-41. Retrieved from http://unesdoc.unesco.org/images/0024/002439/243975e.pdf

                • This resources are taken from UNESCO (United Nations Educational, Scientific and Cultural Organization) and their collected international understandings of curriculum.
                7 . UNESCO International Bureau of Education (UNESCO-IBE). (2013). The Curriculum Debate: why it is important today. Geneva: UNESCO-IBE. Retrieved from http://www.ibe.unesco.org/sites/default/files/resources/wpci-10-curr_debate_eng.pdf

                  • This resources are taken from UNESCO (United Nations Educational, Scientific and Cultural Organization) and their collected international understandings of curriculum.

                  Optional Video

                  1. Fell, R. (2014, April 09). What is Curriculum [Video File]. Retrieved from https://www.youtube.com/watch?v=zHM9AGmF7T8 (2:06)

                  • This is an introductory video created by pre-service teachers as they decipher the term curriculum and the layers of its definition.
                  2. lwf. (2011, March 21). Sir Ken Robinson, Creativity, Learning & the Curriculum [Video File]. Retrieved from https://www.youtube.com/watch?v=9X0CESnGQ8U&t=124s (29:26)

                  • In this video, Sir Ken Robinson discusses the need for creativity when it comes to learning within the classroom.  Though curriculum is often seen as prescriptive, there are elements of it that are subjective because of its inherent connection to human growth and learning.

                  Unit 2: Curriculum Theory

                  • Peer assess Unit 1 Written Assignment
                  • Read the Learning Guide and Reading Assignments
                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                  • Complete and submit the Written Assignment

                  Reading Assignment

                  1. Alvior, M.G. (2014). Six Famous Curriculum Theorists and their Contribution to Education. Retrieved from http://simplyeducate.me/2014/12/03/six-famous-curriculum-theorists-and-their-contributions-to-education/
                    • Scroll down the page and have a quick look at the 6 Curriculum Theorists featured in the list on this site.  It is a quick overview of said persons that you will encounter throughout the course.
                    2. History of Education: Selected Moments of the 20th Century. (n.d.). 1949: Ralph W. Tyler Publishes Basic Principles of Curriculum and Instruction. Retrieved from http://fcis.oise.utoronto.ca/~daniel_sc/assignment1/1949tyler.html

                      • Ralph Tyler is well-known for his 1949 book entitled Basic Principles of Curriculum and Instruction.  In fact, it was one of the first books I purchased when I started graduate school and it is still a part of my personal library.  You will be reading the introduction this week but here is a webpage with an overview of the history of the text.
                      3. Pinar, W. (1978). The Reconceptualisation of Curriculum Studies. Journal of Curriculum Studies, 10:3, 205-21. Retrieved from: http://daneshnamehicsa.ir/userfiles/file/Resources/8-2%29%20Ideologies/ARTICLE_William%20Pinar.pdf
                        • Schiro (2013) alludes to “advanced-level theoretical concerns of curriculum theorists” (p.xv) in his book that you will read excerpts from this week and William Pinar may be one such theorist.  In this piece here, Pinar explains three particular approaches to curriculum and how negotiations of all three may best serve the current education system of his time.  This was written when postmodernism in education was taking root and I believe it parallels some of Schiro’s ideas within the Curriculum Ideologies.
                        4. Schiro, M. S. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd ed.). Thousand Oaks: Sage Publications, Inc. Retrieved from: https://talkcurriculum.files.wordpress.com/2014/09/schiro-m-2013-introduction-to-the-curriculum-ideologies.pdf
                          • Here is Chapter 1 from Schiro’s text that will give you more details regarding the 4 Curriculum Ideologies.
                          5. Slattery, P. (1995). Curriculum Development in the Postmodern Era.  New York & London: Garland Publishing, Inc. Retrieved from https://play.google.com/store/books/details?id=mBb9CAm3BP0C or this link may also be used: https://www.book2look.com/embed/9781136494185

                          • Patrick Slattery is a researcher and scholar navigating through facets of curriculum theory in the postmodern era.  Though his book was written in the 1990s, he puts together a pseudo-collage of curriculum theory and offers its implications for educative practices.  I believe this is the sort of thought process that will take place in your own studies throughout the course and, so I felt we should take a look at what other researchers attempt in terms of curriculum theory exploration and how they share their personal stories.
                          • Please read the section at the start of the text entitled Personal Philosophical Roots and Aims of This Book (to page 67.)  You will need to use Microsoft Edge to access the text – Google chrome may not give you the preview up to page 67.  Also, as for page numbering, the second page needs to be subtracted by 1 so for example, when it says 15-17 at the bottom, it's actually pgs.15-16.

                          6. Tyler, R. (1949). In Flinders, D. J., &   Thornton, S. J. (Eds.), The Curriculum Studies Reader, Fourth Edition (pp.11-18).  New York, NY: Routledge. Retrieved from: https://talkcurriculum.files.wordpress.com/2014/09/tyler-r-2013-basic-principles-of-curriculum-and-instruction.pdf

                            • As mentioned, here is the introduction to Ralph Tyler’s (1949) text.  Do take note of the four main questions within Tyler’s rationale.

                             Optional Videos

                            1. Boushon, A. (2017, April 10). Curriculum Ideologies [Video File]. Retrieved from https://www.youtube.com/watch?v=ON3eH-5GBsc&feature=youtu.be
                              • In this short student video, Schiro’s 4 curriculum ideologies (Scholar Academic, Social Efficiency, Learner-Centered, and Social Reconstruction).  You will be reading about how these curriculum positions have found their way into your classroom and also, negotiate their implementation as collective and often overlapping curricular ideals.
                              2. Biliteracy Now. (2013, April 28). Curriculum Theory Documentary [Video File]. Retrieved from https://www.youtube.com/watch?v=MXTDs5_VjPI&feature=youtu.be

                                • This video is from an American graduate student discussing the purpose of learning and the positioning of students within a system of education.  This video project draws upon the ideologies of Brazilian educator Paulo Freire.  Because Schiro’s 4 ideologies are based on mostly U.S. practices, I think it best to have a few examples of policies and issues that are presently occurring. Though the details differ from classroom to classroom worldwide, certain issues as in standardized practices or student empowerment remain of constant concern for all educators.

                                Unit 3: Curriculum and the Educator

                                • Peer assess Unit 2 Written Assignment
                                • Read the Learning Guide and Reading Assignments
                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                • Complete and submit the Written Assignment
                                • Meet with your assigned group and complete the pre-group work tasks outlined in the Group Work document 
                                • Complete the Reflective Portfolio Assignment

                                Reading Assignment

                                1. Ewing, R. (2013).  Curriculum and Assessment: Storylines. (2nd Edition).  Australia and New Zealand: Oxford University Press. Retrieved from http://lib.oup.com.au/he/Education/samples/ewing_curriculum2e_sample.pdf

                                  • This reading introduces the notion of narrative in curriculum implementation meaning how an educator comes to understand the policies in place and how to put forth said aspects relative to the learner.
                                  2. Dewey, J. (1938). Experience and education. New York: Touchstone Book, Simon and Schuster. Retrieved from http://ruby.fgcu.edu/Courses/ndemers/Colloquium/ExperiencEducationDewey.pdf

                                    • Dewey’s (1938) Experience and Education explores the puzzles of: How has experience in education been determined and explored?   What are educative versus miseducative experiences?   How do we negotiate experience when it comes to educative reform?  Written almost a century ago, the style of writing may seem outdated but the ideas are not – Dewey’s notions have informed educative practices worldwide.
                                    3. Chan, E.Y. (2012). The Transforming Power of Narrative in Teacher Education. Australian Journal of Teacher Education, 37 (3), 111-127. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1724&context=ajte

                                      • Dr. Chan Yim Mei Esther is an Assistant Professor at The Hong Institute of Education in the department of early childhood education.  Her work uses Narrative Inquiry for teacher knowledge and development.
                                      4. Craig, C. (2011). Narrative inquiry in teaching and teacher education. Advances in Research on Teaching, 13, 19–42. Retrieved from https://www.researchgate.net/publication/235282657_Narrative_inquiry_in_teaching_and_teacher_education

                                        • Cheryl J. Craig is a Professor in the Department of Teaching, Learning, and Culture at Texas A&M University. She conducts research using Narrative Inquiry to understand teaching and curriculum in urban schools. 
                                        5. Meier, K.S. (n.d.). Role of Teachers in the Curriculum Process. Retrieved from http://work.chron.com/role-teachers-curriculum-process-5344.html

                                          • Stacy Zeiger teaches writing as an eighth grade English teacher and offers 4 criteria for teachers involved in the curriculum process.

                                          Optional Videos

                                          1. 239MikeO. (2012, September 16). A short video interview with Prof. Jean Clandinin. [Video File]. Retrieved from https://www.youtube.com/watch?v=RnaTBqapMrE (9:57)
                                            • This video is a Q&A with Dr. Jean Clandinin explaining the methodology of Narrative Inquiry in Education Research.  Narrative Inquiry is the gathering and telling of people’s stories to understand experiences and how they contribute to one’s professional understandings.
                                            2. Davidson Films, Inc. (2010, June 21). John Dewey's Theories on Education and Learning: An Introduction to His Life and Work [Video File]. Retrieved from https://www.youtube.com/watch?v=SGjSMqwlP3E&t=43s (3:56)

                                            3. Wisdom, A. (2011, November 30). John Dewey Experience and Education: a brief summary
                                            [Video File]. Retrieved from https://www.youtube.com/watch?v=zwIcl-G93Mo  (8:55)

                                              • Here is a link to a video introduction to John Dewey plus a more extensive video summary of his work and beliefs in education. John Dewey is known for his explorations of Experience in Education as well as Social interaction and Student Participation.  He is often considered one of the most significant figures in the history of American education and his writings are internationally acclaimed.

                                              Unit 4: Curriculum Development

                                              • Peer assess Unit 3 Written Assignment
                                              • Read the Learning Guide and Reading Assignments
                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                              • Complete and submit the Written Assignment
                                              • Continue to participate in the Group Activity
                                              • Complete the Reflective Portfolio Assignment

                                              Reading Assignment

                                              1. Addams, J. (1908). The Public School & the Immigrant Child.  Retrieved from https://educ820in2015.files.wordpress.com/2015/05/addams-1908-the-public-school-and-the-immigrant-child.pdf
                                                • Jane Addams had quite an eclectic existence.  Not only was she part of the suffrage movement, but she also created one of the first community schools offering educational and social programs. She was also a close colleague of John Dewey and she initiated discussions about peace education in the United States.  Her short chapter entitled The Public School and the Immigrant Child takes a look at the roles of the teacher in terms of supporting immigrant students. 

                                                2. Glatthorn A.A., Boschee, F., Whitehead, B.M., (2009). Curriculum Development and Implementation. Curriculum Leadership: Strategies for Development and Implementation. Retrieved from http://www.sagepub.com/sites/default/files/upm-binaries/44331_10.pdf
                                                  • The chapter here explores the idea of curriculum development and implementation from program philosophy to course construction.
                                                  3. Counts, G.S.  (1932). Dare the School Build a New Social Order? New York: John Day.  Retrieved from https://www.curezone.org/upload/PDF/Counts_George_Dare_the_School_Build_a_New_Social_Order_1932_.pdf
                                                    • Begin with Section III on page 27. George S. Counts’ Dare the School Build a New Social Order? is revisited by many scholars of today because of its explorations of democracy and capitalism and their effect on education.   
                                                    4. Jacobs, H.H. (2010). A New Essential Curriculum for a New Time. Curriculum 21: Essential Education For A Changing World. Retrieved from http://www.ascd.org/publications/books/109008/chapters/A-New-Essential-Curriculum-for-a-New-Time.aspx
                                                      • Jacobs is the founder and president of Curriculum Designers Inc. and consults schools nationally and internationally.  Her experience comes from years as a teacher of high school and junior high school.  Here in this chapter, she presents readers with a reflective chapter about curriculum considerations and possible reasons for a change in teaching and learning.  I include additional readings from her that are relative to this unit about Curriculum Development.
                                                      5. Jacobs, H.H. (2004). Development of a Prologue: Setting the Stage for Curriculum Mapping. Getting Results with Curriculum Mapping. Retrieved from http://www.ascd.org/publications/books/104011/chapters/Development-of-a-Prologue@-Setting-the-Stage-for-Curriculum-Mapping.aspx
                                                        • In this chapter, Jacob introduces you to the idea of curriculum mapping and how the pre-planning stage is contributory to its success.
                                                        6. Jacobs, H.H. (2004). Use of Curriculum Mapping to Build a Learning CommunityGetting Results with Curriculum Mapping. Retrieved from http://www.ascd.org/publications/books/104011/chapters/Use-of-Curriculum-Mapping-to-Build-a-Learning-Community.aspx

                                                          • In this chapter, Jacobs furthers the idea of curriculum mapping and how it builds learning communities.
                                                          7. Jacobs, H.H. (2004). Curriculum Mapping as a Hub: Integrating New Forms of Data, Decision-Making Structures, and Staff Development. Getting Results with Curriculum Mapping. Retrieved from: http://www.ascd.org/publications/books/104011/chapters/Curriculum_Mapping_as_a_Hub@_Integrating_New_Forms_of_Data,_Decision-Making_Structures,_and_Staff_Development.aspx
                                                            • In this chapter, Jacobs discusses how curriculum mapping builds bridges amongst stakeholders involved in a school.  She uses the term “hub” as the meeting place for all involved to be aware of curriculum policy used.
                                                            8. Mengi, B. & Olgun, K., Pinar & Pilli, Olga & Yildirim, H. (2004). What Are The Major Curriculum Issues?: The Use Of Mindmapping As A Brainstorming Exercise.  Retrieved from http://cmc.ihmc.us/papers/cmc2004-069.pdf
                                                              • This article applies the ideas of curriculum mapping in response to curricular concerns as determined by the researchers.  The research applies said knowledge to a graduate program in Turkey.
                                                              9. Paper Masters (n.d.) Curriculum Implementation. Retrieved from https://www.papermasters.com/curriculum-implementation.html
                                                                • This paper is a short overview of curriculum implementation and the length of time that may be required for the authenticity of usage.
                                                                10. The University of Tennessee at Chattanooga (n.d.). Concept Mapping and Curriculum Design.  Retrieved from https://www.utc.edu/walker-center-teaching-learning/teaching-resources/cm-cd.php

                                                                  • This online article explores the ideas of Concept Mapping and Curriculum Design and it also explores their origins within theories of constructivism.

                                                                  Optional Video

                                                                  1. Alghamdi, Y. (2013, April 2). Maxine Greene - William Pinar - Elliot Eisner - Patrick Slattery (combined video) [Video File]. Retrieved from https://www.youtube.com/watch?v=IoEIXb6nyWo&feature=youtu.be (12:47)
                                                                    • The first video features the educational theorists Maxine Green - William Pinar - Eliott Eisner - Patrick Slattery.  Except for Maxine Green, these authors will be used in a few modules but Green's work is in the textbook - unfortunately, we won't get a chance to thoroughly explore her piece but feel free to read the chapter.You can watch the whole video, but I would like you to listen to Patrick Slattery's definition of curriculum which occurs at the 9 minute and 29-second mark.  This section is not a video per se but rather the audio of an interview.
                                                                    2. TedxTalks. (2014, March 14). The tyranny of the curriculum: Shawn Cornally at TEDxEastsidePrep [Video File]. Retrieved from https://www.youtube.com/watch?v=aldMBgT6u-4&list=PLX6qAJijD8H0YS1uO8vugWNDhpbn4im6K(18:16)
                                                                      • The speaker discusses what many of us may consider as we take a look at the classrooms we work in and how the curriculum is developed for these spaces.  He also addresses the dire state of why children hate going to school.
                                                                      3. Waterbuggi. (2011, September 9). The Life and Work of Jane Addams [Video File]. Retrieved from https://www.youtube.com/watch?v=Tw4GZeABlNI&feature=youtu.be (5.:49)

                                                                        • The short video about Jane Addams highlights some of the successes this remarkable scholar achieved in her lifetime.

                                                                        Unit 5: Curriculum and Cultural Diversity

                                                                        • Peer assess Unit 4 Written Assignment
                                                                        • Read the Learning Guide and Reading Assignments
                                                                        • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                        • Continue to participate in the Group Activity
                                                                        • Complete and submit the Written Assignment

                                                                        Reading Assignment

                                                                        1. Au, W. (2012). What Curriculum Could Be: Utopian Dreams amidst a Dystopian Reality. Kappa Delta Pi Record, 48:2, pp.55-58. Retrieved from https://www.researchgate.net/publication/254316073_What_Curriculum_Could_Be_Utopian_Dreams_amidst_a_Dystopian_Reality
                                                                          • Professor Au explores educative theories and their influences on his understanding of curriculum and possibilities within curriculum theory and development.
                                                                          2. Bruner, J. (1965). Man a Course of Study. Man: A Course of Study. Occasional Paper No. 3. Retrieved from 
                                                                          http://www.macosonline.org/research/Bruner_MACOS%20-Occasional%20Paper%203.pdf
                                                                            3. Clark, S. (2010). Jerome Bruner: Teacher, Learning and the Spiral Curriculum. Community and Thought in Education.  Retrieved from https://sheldonclark.files.wordpress.com/2011/07/jerome-bruner-teaching-learning-and-the-spiral-curriculum2.pdf
                                                                              4. Doll Jr., W.E. (1993). The Four R’s – An Alternative to the Tyler Rationale. In Flinders, D. J., & Thornton, S. J. (Eds.). (2013). The Curriculum Studies Reader (2nd ed.).  New  York: Routledge. Retrieved from https://chrisdavidcampbell.files.wordpress.com/2016/12/doll-1993.pdf
                                                                                • In William E. Doll Jr.’s (1993) piece entitled The Four R’s – An Alternative to the Tyler Rationale, we are being asked to rework certain Tylerian thoughts in order to make them relevant for current curriculum programs.  Doll Jr. suggests a break from tradition; to change in order to meet the changing needs of our diverse classrooms.
                                                                                5. Freire, P. (1970, 1993). Chapter 3 In Pedagogy of the Oppressed. London: The Continuum International Publishing Group. Retrieved from http://www.historyisaweapon.com/defcon2/pedagogy/pedagogychapter3.html

                                                                                • Paulo Freire’s Chapter 3 takes us on a bit of journey when it comes to curriculum reform because we are exposed to his very unique style of research writing.  Freire was never shy of expressing his thoughts poetically and though thought-provoking and profound, it may take a reading or two just to get used to his style.  Having said this though, we are now clearly entering a very distinct politicized zone of student concern.  We are moving away from talking about students as simply  “receivers” or “vessels” lacking/gaining knowledge.  We are starting to explicitly discuss the welfare, the background and the cultures of our students.  Also, we are looking at the ideas of power and privilege and how the two influence curriculum development.
                                                                                6. Sleeter, C. & Stillman, J. (2005). Standardizing Knowledge in a Multicultural Society. Curriculum Inquiry, 35 (1). pp 27 -46. Retrieved from http://wp.vcu.edu/hhughesdecatur/files/2013/01/Standardizing-knowledge_sleeter-2005.pdf
                                                                                  • This article discusses the standardizing of the curriculum in conjunction with the power, control and those influenced by those who wield it.
                                                                                  7. Takaya, K. (2008). Jerome Bruner's Theory of Education: From Early Bruner to Later Bruner. Interchange: A Quarterly Review of Education, 39(1), pp. 1-19 Retrieved from http://ocw.metu.edu.tr/pluginfile.php/8931/mod_resource/content/1/7su.pdf

                                                                                    • Professor Takaya explores the evolution of Bruner’s thoughts on culture relative to curriculum theory and design.

                                                                                    Optional Videos

                                                                                    1. Caucus of Working Educators. (2015, October 10). Wayne Au on High Stakes Testing 10/24/15 [Video File]. Retrieved from https://www.youtube.com/watch?v=IB5-lOGEiiE (31:42)
                                                                                      • The first video features Professor Wayne Au and how he theorizes the connection between standardized testing and racist practices in American schools, past and present. You will be reading one of his articles in this unit.
                                                                                      2. FriereProject. (2008, June 25). Paulo Freire and Critical Pedagogy [Video File]. Retrieved from https://www.youtube.com/watch?v=wFOhVdQt27c (2:18)
                                                                                        3. LiteracyDotOrg. (2009, December 30). Paulo Freire – An Incredible Conversation [Video File]. Retrieved from  https://www.youtube.com/watch?v=aFWjnkFypFA (8:14)

                                                                                          • Paulo Freire, a renowned educator, is quite profound.  In one video, you hear Freire share his viewpoints and in the second video, some critical researchers share their thoughts connected to Freire's influence on critical pedagogy.

                                                                                          Unit 6: Curriculum and Technology

                                                                                          • Peer assess Unit 5 Written Assignment
                                                                                          • Read the Learning Guide and Reading Assignments
                                                                                          • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                          • Complete and submit the Written Assignment
                                                                                          • Post finalized Group Activity 
                                                                                          • Complete the Reflective Portfolio Assignment

                                                                                          Reading Assignment



                                                                                          1. Abdullah, F. (2016). Integrate Technology In The Curriculum As An Effective Teaching Strategy.  International Journal of Academic Research Vol.4(1), pp. 40-50. Retrieved from http://www.ijarsite.com/wp-content/uploads/2016/03/IJAR-4-1-2016.pdf
                                                                                            • Dr. Abdullah makes a case for the need to integrate technology into the classroom and the benefits that can ensue for students, teachers and the relationship between students and teachers.
                                                                                            2.  Andrews, D. (2013, March 6). iPads in the classroom: embedding technology in the primary curriculum. The Guardian. Retrieved from https://www.theguardian.com/teacher-network/teacher-blog/2013/mar/06/ipad-ipod-technology-primary-curriculum

                                                                                              • This entry comes from David Andrews and is a narrative account of how he used hand-held devices in his classroom and what he witnessed during and after the lessons were complete.

                                                                                              3. Ellis, B. (2017, January 30). Which comes first: the curriculum or the technology? Technotes. Retrieved from https://blog.tcea.org/comes-first-curriculum-technology/
                                                                                                • In this article, the author sees the benefits of technology in the classroom but makes the point that it should enhance the curriculum and not be forced upon students. It is an introspective piece discussing the role and importance of including technology in the learning experience.
                                                                                                4. Henson, A. (2012, May 1). Why Technology is Essential in Curriculum and Content Alignment. Retrieved from  http://www.internetatschools.com/Articles/Editorial/Features/Why-Technology-Is-Essential-in-Curriculum-and-Content-Alignment-5bAvailable-Full-Text2c-Free5d-82253.aspx
                                                                                                  • This article discusses technology serving as adhesive to tie together curriculum and content alignment as well as serving as an educational tool for both teachers and students.

                                                                                                  5. Kaplan, D.E. (2017). Creative Technology in the Curriculum in Online Teacher Training. Creative Education 8(8). Retrieved from http://www.scirp.org/journal/PaperInformation.aspx?PaperID=77518

                                                                                                  • This article describes the role teachers play in terms of technology integration in classrooms.  How are teachers being trained to accomplish this and do online programs help support their training? 
                                                                                                  6. Montessori, M. (2013). A critical consideration of the new pedagogy in its relation to modern science. In: D. J. Flinders & S. J. Thornton (eds.), Curriculum Studies Reader (4th ed.), pp. 19–31. New York, NY: RoutledgeFalmer.  Retrieved from https://acurriculumjourney.files.wordpress.com/2014/04/montessori-1912-a-critical-consideration-of-the-new-pedagogy-in-its-relation-to-modern-science.pdf
                                                                                                    • Maria Montessori believed in activating the learning experience and I believe her work to be a fitting inclusion in this unit because she challenged the typical teacher-directed classroom and gave students experiential activities and facilitated learning.  Her work here describes a shift in consciousness in terms of educators (both researchers and teachers) and their involvement in curriculum design.
                                                                                                    7. Prensky, M. (2008). The Role of Technology in teaching and the classroom.  Educational Technology. Retrieved from http://marcprensky.com/writing/Prensky-The_Role_of_Technology-ET-11-12-08.pdf

                                                                                                      • Prensky’s work here feels like an extension of Montessori’s notion of learner-centered classrooms.  Prensky feels that technology’s role is to support students learning on their own.

                                                                                                      8. Smith, R., Killen, C., & Knight, S., (2013, September 9).  Using technology to improve curriculum design. Retrieved from https://www.jisc.ac.uk/guides/using-technology-to-improve-curriculum-design

                                                                                                      • The authors offer up ideas regarding technology as a means of improving the research and design of curriculum programs.  The explore 8 stages of technology in curriculum design from the engagement of stakeholders to reflect on the process to improve the design.
                                                                                                      9. Starr, L. (2016, May 10). Integrating Technology in the Classroom: It Takes More Than Just Having Computers. Education World. Retrieved from http://www.educationworld.com/a_tech/tech/tech146.shtml
                                                                                                        • This is an excellent resource for teachers new to the idea of integrating technology in the classroom.  There are excellent samples here plus websites as well to incorporate into your methods of instruction.       
                                                                                                        10. Zuga, K.F., (2008). Social Reconstruction Curriculum and Technology Education.  Journal of Technology Education, Vol. 3 (2). pp.48-58. Retrieved from https://scholar.lib.vt.edu/ejournals/JTE/v3n2/pdf/zuga.pdf

                                                                                                          • This article discusses the Social Reconstruction ideology in terms of schools and society as connected rather than disconnected as per traditional schooling.  The learning experience was about skills and facts and little to no attention was given to actual real-world contexts.  The author here considers how technology education may bridge the gap between classroom and community.

                                                                                                          Optional Videos

                                                                                                          1. Novack, C.P. (2013, December 11). Practical Ways to Integrate Technology in the Classroom (Without Being An Expert)[Video File]. Retrieved from https://www.youtube.com/watch?v=AgLNRKQR3AI (5:19)
                                                                                                            • This video demonstrates the need for more technology in the classroom experience to keep pace with certain curricula objectives.  Technology co-ordinators and mentoring are showcased in this discussion.
                                                                                                            2. NDTV. (2014, December 18). Integrating technology into the curriculum [Video File] Retrieved from https://www.youtube.com/watch?v=z5XPrfN6o2o
                                                                                                              • This video showcases the technology being used in Indian classrooms propelling students in their learning experiences. 
                                                                                                              3. OurKidsNet. (2012, November 1). Inside Montessori Schools [Video File]. Retrieved from https://www.youtube.com/watch?v=4_m6OIqYH4Q (4:06)
                                                                                                                4. Sprouts. (2016,  June 14). Montessori School Education [Video File]. Retrieved from https://www.youtube.com/watch?v=UzmvtVAuuyI (3:34)
                                                                                                                  • These videos are in regard to the work of Maria Montessori. The first video shows the Montessori classroom and what the experience is within the learning environment.  The second video is a brief overview of Maria’s life and development of the Montessori program.
                                                                                                                  5. WSRTech. (2013, January 11). Integrating Technology into the Curriculum: 2nd Grade iMovies [Video File} Retrieved from https://www.youtube.com/watch?v=T8KGWltI_WQ (3:29)

                                                                                                                    • In this video, a grade 2 class uses an application and a tablet to construct movies based on a unit of study.

                                                                                                                     Unit 7: Curriculum and Evaluation

                                                                                                                    • Peer assess Unit 6 Written Assignment
                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                    • Complete and submit the Written Assignment
                                                                                                                    • Complete the Reflective Portfolio Assignment

                                                                                                                    Reading Assignment



                                                                                                                    1. Guba E.G., & Lincoln, Y.S. (2001). Guidelines and For Constructivist (A.K.A. Fourth Generation) Evaluation. Pp.1-15. Retrieved from http://www.dmeforpeace.org/sites/default/files/Guba%20and%20Lincoln_Constructivist%20Evaluation.pdf
                                                                                                                      • Guba and Lincoln are considered to be foundational researchers when it comes to ideas of evaluation.  In this piece, they discuss the principles of Constructivist Evaluation. 
                                                                                                                      2. Huebbner A.J. & Betts, S.C. (1999). Examining Fourth Generation Evaluation Application to Positive Youth Development.  Evaluation 5(3). Pp.340-358.  Retrieved from http://www.stes-apes.med.ulg.ac.be/Documents_electroniques/EVA/EVA-GEN/ELE%20EVA-GEN%207467.pdf
                                                                                                                        • The researchers here implement Guba and Lincolns’ Fourth Generation principles into a community-university collaborative program.  This will help you see the theoretical constructs as applied to an actual program in development. 
                                                                                                                        3. Professional Development Resource. (n.d.) Retrieved from http://preserviceteacherresource.weebly.com/assessment-role.html

                                                                                                                          • A quick resource here for teachers in terms of assessment of one’s practice and the worth of conducting teacher research.
                                                                                                                          4. Atkin J.M., Black P., Coffey J., (Eds) (2001).  Chapter 1 An Introduction to Assessment in the Science Classroom (pp. 7-10), Chapter 3 Assessment in the Classroom (pp. 23-58) and Chapter 4 The Relationship Between Formative and Summative Assessment In the Classroom and Beyond (pp.59-78).  In Classroom Assessment and the National Science Education Standards.  National Academy Press: Washington, DC.  Retrieved from https://www.nap.edu/read/9847/chapter/1
                                                                                                                            • Read Chapters 1, 3 and 4 from the book by clicking on the CONTENTS tab at the top of the page.  You will be able to access these chapters plus others if you would like to read more.  Chapters 1, 3 and 4 highlight the notion of assessment and evaluation of students in the Science classroom. 
                                                                                                                            5. Au, W. (2007).  High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis.  Educational Researcher, Vol. 36, No. 5, pp. 258-267. Retrieved from http://jwilson.coe.uga.edu/EMAT7050/articles/Au.pdf
                                                                                                                              • Here Au (2007) explores the notion of “Teaching to the Test” and how with tests, educators reduce the curricular scope and for opportunities of learning based on individualized instruction.  What students learn and return show more about rote skills then they do about actual knowledge and interests in lifelong learning. Many of us have experienced or are currently experiencing a “teaching for the test” approach to education.  We have talked about the ramifications associated with results-based learning and shared our personal and professional experiences in order to deliberate its value in our classrooms.  
                                                                                                                              6. UNESCO (2015). Student Learning Assessment and the Curriculum: Issues and Implications for Policy, Design, and Implementation.  Current and Critical Issues in the Curriculum and Learning.  Pp. 1-29. Retrieved from http://unesdoc.unesco.org/images/0023/002354/235489e.pdf
                                                                                                                                • This report explores the ideas of the testing of students.  The report argues that in order for assessment to be of high quality and relevant, and for it to inform real improvements to the overall education system and its outcomes, it must be in full and functional harmony with a system’s curriculum, teacher training and support, texts and materials, planning, budgeting and all other departments.  The present report explores the ways in which assessment is vital to education and posits means by which it can connect effectively to the other key education functions to drive a national system forward to 2030.
                                                                                                                                7. Okyere. P. (n.d.) Curriculum Evaluation Models. Pp. 1-16. Retrieved from https://www.academia.edu/9846526/CURRICULUM_EVALUATION_MODELS

                                                                                                                                  • The author here presents an overview of Curriculum Evaluation models from clarifying terms to explanations of the various types implemented in a school.

                                                                                                                                  Optional Videos

                                                                                                                                  1. Caucus of Working Educators. (2015, October 10). Wayne Au on High Stakes Testing 10/24/15 [Video File]. Retrieved from https://www.youtube.com/watch?v=IB5-lOGEiiE (31:42)
                                                                                                                                    • The first video features Professor Wayne Au and how he theorizes the connection between standardized testing and racist practices in American schools, past and present. You will be reading one of his articles in this unit.   The video connects to our previous discussions about Curriculum and Culture.
                                                                                                                                    2. Jasir Saliring. (2017, August 16). Curriculum Development: Curriculum Evaluation (What, Why and How) [Video File]. Retrieved from  https://www.youtube.com/watch?v=JX9xzRC1n9A&t=51s (2:24)
                                                                                                                                      • This video is a quick overview of Curriculum Evaluation.
                                                                                                                                      3. Seth Perler. (2016, February 14). An Excellent Way to Evaluate Curriculum [Video File]. Retrieved from https://www.youtube.com/watch?v=XyOIqlRWrg8 (8:24)

                                                                                                                                        • The speaker of this video introduces another way to evaluate curriculum based on the principles of ContentProcess, and Product.  The video is for both teachers and parents, but the talk is beneficial for all involved in educative environments.

                                                                                                                                        Unit 8: Curriculum and Course Review

                                                                                                                                        • Peer assess Unit 7 Written Assignment
                                                                                                                                        • Read the Learning Guide and Reading Assignments
                                                                                                                                        • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                        • Complete the Reflective Portfolio Assignment
                                                                                                                                        • Complete and submit the anonymous Course Evaluation

                                                                                                                                        Reading Assignment

                                                                                                                                        1. Bobbitt, F. (1918). In Flinders, D. J., &   Thornton, S. J. (Eds.), The Curriculum Studies Reader, Fourth Edition (pp.11-18). New York, NY: Routledge. Retrieved from: http://wp.vcu.edu/hhughesdecatur/wp-content/uploads/sites/1868/2013/01/Bobbit_Curriculum-Studies-Reader1.pdf
                                                                                                                                          • Franklin Bobbitt’s (1918) Scientific Method in Curriculum Making starts us off on our journey through curriculum reform with this paper written about 100 years ago.  Bobbitt views learning from the lens of what students are missing in terms of becoming successful adults; he argues for a “scientific” method, one that is systematic or procedural to bridge the gap between “uneducated” student and “productive” adult. 
                                                                                                                                          2. Carpenter, S., Weber,N. & Schugurensky,D.  (2012) Views from the blackboard: neoliberal education reforms and the practice of teaching in Ontario, Canada. Globalisation, Societies and Education, 10:2, pp. 145-161. Retrieved from https://www.researchgate.net/publication/254266551_Views_from_the_blackboard_Neoliberal_education_reforms_and_the_practice_of_teaching_in_Ontario_Canada
                                                                                                                                            • This article discusses the effect of Neoliberalism on the classroom experience including the weight it carries as more policy shifts occur.         
                                                                                                                                            3. Glatthorn, A. A., Boschee, F., & Whitehead, B. M. (2009). Curriculum leadership: strategies for development and implementation. 2nd ed. Los Angeles: Sage. Retrieved from https://www.sagepub.com/sites/default/files/upm-binaries/44333_12.pdf
                                                                                                                                              • This reading explores innovative curriculum ideas that educators can easily implement into their curriculum through reflective case studies. Also interspersed throughout the book are tried and true strategies that provide administrators with innovative ideas on meeting state and national standards. 
                                                                                                                                              4. Jacobs, H.H. (2010). New School Versions: Reinventing and Reuniting School Program Structures. Curriculum 21: Essential Education For A Changing World.  Retrieved from http://www.ascd.org/publications/books/109008/chapters/New-School-Versions@-Reinventing-and-Reuniting-School-Program-Structures.aspx
                                                                                                                                                • Jacobs presents readers with possible reasons for curriculum change and how to best engage a curriculum for the 21st century learner. 
                                                                                                                                                5. McIntosh, P. (1989). White Privilege: Unpacking the Invisible Knapsack. National SEED Project on Inclusive Curriculum.  Pp.1-7. Retrieved from https://nationalseedproject.org/images/documents/Knapsack_plus_Notes-Peggy_McIntosh.pdf 
                                                                                                                                                  • In this early piece, Mcintosh discusses the issues of white privilege and how it may find its way into a curriculum.  Power and privilege permeate many curricular programs and Mcintosh was one of the first researchers to write about these realities. 
                                                                                                                                                  6. Noddings, N.  (2007).  Curriculum for the 21st Century.  Educational Studies in Japan: International Yearbook No.2, pp.75-81. Retrieved from https://files.eric.ed.gov/fulltext/EJ842882.pdf

                                                                                                                                                  • This short piece by Nel Noddings explores whether the current curriculum is continuously organized around traditional disciplines or has drastically changed over the last hundred years.
                                                                                                                                                  7. Van der Valk, A. (2014). Peggy McIntosh: Beyond the Knapsack. Teaching Tolerance. Retrieved from https://www.tolerance.org/magazine/spring-2014/peggy-mcintosh-beyond-the-knapsack

                                                                                                                                                    • The author here revisits Peggy Mcintosh’s piece from 1989 in light of her own experiences and perspectives.

                                                                                                                                                    Optioinal Videos

                                                                                                                                                    1. Axisaudio. (2014, March 27). Neoliberalism, Youth and Social Justice [Video File]. Retrieved from https://www.youtube.com/watch?v=KW5FRuMkQ6g (10:03)
                                                                                                                                                      • Henry Giroux, an educative critical theorist discusses Neoliberalism as a socio-cultural concept as well as its effect on education. Neoliberalism is the rise of the business-like approach in foundations including education where students become clients or consumers rather than learners.  Giroux also calls it the "corporatization of schools". 
                                                                                                                                                      2. Randomactsofkindness. (2013, September 11). Dr. Nel Noddings, Kindness in the Classroom Lecture Intro [Video File]. Retrieved from  https://www.youtube.com/watch?v=7rVDDot3W7k&feature=youtu.be (2:22)                
                                                                                                                                                        • In this brief video, Noddings actually began as a math teacher in elementary and high school before she transitioned into academics within the fields of educational philosophy and the ethics of care.  You will read a piece by her in this unit.              
                                                                                                                                                        3. Tedx Talks. (2012, November 5). "How Studying Privilege Systems Can Strengthen Compassion": Peggy McIntosh at TEDxTimberlaneSchools [Video File]. Retrieved from https://www.youtube.com/watch?v=e-BY9UEewHw  (18:26)

                                                                                                                                                          • In this video, Mcintosh discusses the idea of privilege and its effect on society.  You will be reading a very well-known piece by her that explores privilege and its effect on education.

                                                                                                                                                          Optional Readings

                                                                                                                                                          The following readings are optional, but they explore specific social issues relative to curriculum reform. 

                                                                                                                                                          1. Chan, E. (2006). Teacher Experiences of Culture in the Curriculum. Journal of Curriculum Studies, 38(2). pp 161–176 Retrieved from https://www.researchgate.net/publication/228342367_Teacher_experience_of_culture_in_the_curriculum
                                                                                                                                                            • Chan’s work is set in the Canadian context in terms of cultural diversity and curriculum reform.  This is a narrative inquiry study looking at the role of teachers in terms of addressing diversity for a particular school event – the field trip.  
                                                                                                                                                            2. Moroye, C.M. (2009). Moving Beyond Fidelity Expectations: Rethinking Curriculum Reform for Controversial Topics in Post-Communist Settings. Journal of Curriculum Studies, 41 (6) pp.789–811. Retrieved from https://www.geos.ed.ac.uk/~sallen/hamish/Moroye%20(2009).%20Complementary%20curriculum%20-%20the%20work%20of%20ecologically%20minded%20teachers.pdf
                                                                                                                                                              • Moroye focuses on the teacher’s role in terms of students’ awareness of environmental issues.  Moroye’s piece cleverly embeds interview excerpts to help build her arguments and so, this is a prime example of curriculum reform relative to a specific field of study.   The research examines how ecologically-minded teachers who do not necessarily teach environmental topics negotiate their personal beliefs within their practice.     
                                                                                                                                                              3. Sumara, D. & Davis, B. (2013). Interrupting Heteronormativity: Toward a Queer Curriculum Theory In Flinders, D. J., & Thornton, S. J. (Eds.), The Curriculum Studies Reader, Fourth Edition (pp.315-329). New York, NY:  Routledge. Retrieved from https://chrisdavidcampbell.files.wordpress.com/2016/12/sumara-davis-2013.pdf

                                                                                                                                                                • Sumara and Davis explore curriculum reform in terms of the marginalization of a certain group based on cultural markers outside of visible minority status.  Sumara and Davis focus on the hidden curriculum in terms of heteronormativity and the deeper chasms of homophobia and heterosexism. 


                                                                                                                                                                Course Requirements:

                                                                                                                                                                Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                Written Assignments & Assessment Forms
                                                                                                                                                                Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                Group Activities
                                                                                                                                                                During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                Reflective Portfolio Activities
                                                                                                                                                                Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                The Research and Practice Portfolio: 
                                                                                                                                                                Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                • Reflective Portfolio Activities
                                                                                                                                                                • Research
                                                                                                                                                                • Teaching and Learning Resources

                                                                                                                                                                Course Forum
                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                Course Policies:

                                                                                                                                                                Grading Components and Weights
                                                                                                                                                                Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                Discussion Assignments  20%
                                                                                                                                                                Written Assignments    30%
                                                                                                                                                                Group Activities  25%
                                                                                                                                                                Reflective Portfolio Activities  25%
                                                                                                                                                                TOTAL 100%


                                                                                                                                                                Grading Scale
                                                                                                                                                                This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                Letter Grade
                                                                                                                                                                Grade Scale Grade Points
                                                                                                                                                                A+ 98-100 4.00
                                                                                                                                                                A 93-97 4.00
                                                                                                                                                                A- 90-92 3.67
                                                                                                                                                                B+ 88-89 3.33
                                                                                                                                                                B 83-87 3.00
                                                                                                                                                                B- 80-82 2.67
                                                                                                                                                                C+ 78-79 2.33
                                                                                                                                                                C 73-77 2.00
                                                                                                                                                                C- 70-72 0.00
                                                                                                                                                                D+ 68-69 0.00
                                                                                                                                                                D 63-67 0.00
                                                                                                                                                                D- 60-62 0.00
                                                                                                                                                                F Under 60 0.00
                                                                                                                                                                CR N/A N/A
                                                                                                                                                                NC N/A N/A
                                                                                                                                                                NF N/A N/A
                                                                                                                                                                W N/A N/A


                                                                                                                                                                Grade Appeal

                                                                                                                                                                If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                Participation
                                                                                                                                                                Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                Academic Honesty and Integrity
                                                                                                                                                                When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                Code of Conduct
                                                                                                                                                                University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                EDUC 5240 Creating Positive Classroom Environments

                                                                                                                                                                UoPeople logo


                                                                                                                                                                EDUC 5240: Creating Positive Classroom Environments


                                                                                                                                                                Credits: 3

                                                                                                                                                                Course Description: 

                                                                                                                                                                This course will focus on the role of classroom organization and behavior management in developing positive teaching and learning environments.  The impact of the physical environment, transitions, procedures, norms and expectations on managing behavior will be discussed.  Developing communication and social skills and fostering a collaborative relationship between the teacher and students will be examined.  Alternative approaches to managing routine and disruptive discipline problems while also creating learning spaces where students are willing to take risks and learn from mistakes will be considered.  


                                                                                                                                                                Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                Software Requirements/Installation: No special requirements.


                                                                                                                                                                Learning Objectives and Outcomes:

                                                                                                                                                                By the end of this course students will be able to:

                                                                                                                                                                1. Assess the importance of creating positive classroom environments.
                                                                                                                                                                2. Examine different options in regards to behavior management. 
                                                                                                                                                                3. Correlate classroom organization to student behavior. 
                                                                                                                                                                4. Analyze methods and best practices for improving student/teacher rapport and communication. 
                                                                                                                                                                5. Brainstorm and propose practices that can be applied in real-life classroom settings.

                                                                                                                                                                Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                Week 1: Unit 1 - Elements of Classroom Management & The Positive Classroom

                                                                                                                                                                Week 2: Unit 2 - Models of Discipline

                                                                                                                                                                Week 3: Unit 3 - Creating & Implementing Rules & Procedures

                                                                                                                                                                Week 4: Unit 4 - Using Your Physical Space

                                                                                                                                                                Week 5: Unit 5 - Discipline Challenges

                                                                                                                                                                Week 6: Unit 6 - Creating and Upholding Student Expectations

                                                                                                                                                                Week 7: Unit 7 - Communication, Collaboration, & Rapport

                                                                                                                                                                Week 8: Unit 8 - Diversity Issues in the Classroom


                                                                                                                                                                Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                Unit 1: Elements of Classroom Management & The Positive Classroom

                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                Reading Assignment

                                                                                                                                                                To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                1.  Burden, P.R. (2017).  Classroom management:  Creating a successful K-12 learning community (6th ed.). Hoboken, NJ:  WileyRetrieved from here

                                                                                                                                                                • Read pages 2-6 of this text. It provides a thorough overview of classroom management and its different facets.

                                                                                                                                                                 2.  Great Schools Partnership (2014). Classroom management. Retrieved from https://www.edglossary.org/classroom-management/   

                                                                                                                                                                •  This resource provides an overview of the elements commonly included under the umbrella term ‘classroom management.’

                                                                                                                                                                 3.  Kratochwill,T.R., DeRoos, R., & Blair, S. (n.d.). Classroom management: Teachers modules. Retrieved from http://www.apa.org/education/k12/classroom-mgmt.aspx

                                                                                                                                                                •  This resource discusses the importance of classroom management and the concept of three-tiered positive behavior support.

                                                                                                                                                                4.   International Baccalaureate. (2010). The IB Learner Profile: A singular capacity for invigorating campus life. Retrieved from https://www.ibo.org/globalassets/publications/recognition/learnerprofile-en.pdf

                                                                                                                                                                • This website provides the characteristics of an IB Learner.

                                                                                                                                                                5.  Marzano, R.J., Marzano, J.S., & Pickering D.J. (2003) Chapter 1. The critical role of classroom management. Classroom Management that Works. Retrieved from http://www.ascd.org/publications/books/103027/chapters/The-Critical-Role-of-Classroom-Management.aspx

                                                                                                                                                                •  The first chapter of the book Classroom Management that Works, this resource provides research and statistic on the effects of classroom management on schools and learning.

                                                                                                                                                                6.  Marzano, R. J.  (2011). Art and science of teaching/classroom management: Whose job is it? Coaching: The New Leadership Skill, 69 (2)85-86. Retrieved from http://www.ascd.org/publications/educational-leadership/oct11/vol69/num02/Classroom-Management@-Whose-Job-Is-It%C2%A2.aspx

                                                                                                                                                                • This article argues that the responsibility of classroom management falls not only on the teacher but also administrators and students.

                                                                                                                                                                7.  Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9 (1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1087130.pdf

                                                                                                                                                                •  This article explains the connection between classroom management and positive learning environments, specifically focusing on methods and best practices.

                                                                                                                                                                8.  Choe, Y. (n.d.). Becoming a positive teacher. Retrieved from http://www.ascd.org/ascd-express/vol4/405-newvoices.aspx

                                                                                                                                                                •  This first-person account of a middle school teacher explains her change from misery to happiness in the classroom.

                                                                                                                                                                9.  Wolk, S. (2008). Joy in school. The Positive Classroom, 66 (1), 8-15. Retrieved from http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/Joy-in-School.aspx

                                                                                                                                                                •  This resource provides examples of how teachers can improve student (and teacher) happiness in school, and how that can positively affect the school.

                                                                                                                                                                10.  Young, J. (2014). The importance of a positive classroom. Encouragement in the Classroom: How Do I Help Students Stay Positive and Focused. Retrieved from http://www.ascd.org/publications/books/sf114049/chapters/The-Importance-of-a-Positive-Classroom.aspx

                                                                                                                                                                •  This resource gives a brief introduction to positive classrooms and what teachers should focus on in order to achieve them.

                                                                                                                                                                Optional Videos

                                                                                                                                                                1.  Ernst, A. & Wegdam, M. (Producers). (2011). The community college classroom. Retrieved from https://www.teachingchannel.org/videos/new-teacher-classroom-management

                                                                                                                                                                •  This video shows classroom interaction between a new teacher and her grade 6 social studies class before and after meeting with a classroom management specialist.

                                                                                                                                                                Unit 2: Models of Discipline

                                                                                                                                                                • Peer assess Unit 1 Written Assignment
                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                Reading Assignment

                                                                                                                                                                To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                Low-Teacher Control/The Guiding Method

                                                                                                                                                                1. Creation House, (n.d.) Between Parent and Child: The work of Haim G. Ginott. Retrieved from http://www.betweenparentandchild.com/index.php?s=content&p=Haim.

                                                                                                                                                                • This resource explains Ginott's philosophy on parenting.

                                                                                                                                                                2.  Delisio, E.R. (2008). Practicing Love & Logic can mean happier schools. Retrieved from http://www.educationworld.com/a_admin/admin/admin536.shtml

                                                                                                                                                                •  This article outlines Jim Fay and David Funk’s theory of “love and logic” which focuses on creating independent thinkers and learners through modeling and shared control.

                                                                                                                                                                  3.  Filas, C. (2015). Teaching inner discipline to students: An interview with Barbara Coloroso. Retrieved from https://www.myatp.org/wp-content/uploads/2015/10/Synergy-Vol-8-Coloroso.pdf

                                                                                                                                                                  • This resource is an interview transcript with Barbara Coloroso, famed for her work on anti-bullying, who is a firm believer in teaching children inner discipline skills.

                                                                                                                                                                  4.  Kohn, A. (1995). Discipline is the problem- Not the solution. Retrieved from https://www.alfiekohn.org/article/discipline-problem-solution/

                                                                                                                                                                  • This article by former teacher Alfie Kohn discusses the importance of creating a positive learning community to decrease discipline problems, instead of resorting to threats and bribes.

                                                                                                                                                                  Medium-Teacher Control/The Interacting Model

                                                                                                                                                                  5. NEA. (2019). Classroom Management. Retrieved from http://www.nea.org/tools/ClassroomManagement.html

                                                                                                                                                                  • This website provides several articles on classroom management techniques.

                                                                                                                                                                  6.  Charles, C.M. (2007). Chapter 12: Linda Albert’s cooperative discipline. In Building Classroom Management, 9th ed. (chapter 12). Retrieved from http://faculty.washington.edu/cadavis1/503%20Readings/AlbertChapter.pdf

                                                                                                                                                                  • Read pages 199-208 in this textbook chapter which focuses on Linda Albert’s discipline theory of cooperative discipline aimed at improving students’ self-esteem and decrease discipline problems.

                                                                                                                                                                  7.  Nelsen, J., & Gfroer, K. (2017). Positive discipline tools for teachers: Effective classroom management for social, emotional, and academic success. Retrieved from here

                                                                                                                                                                  • Read pages 1-8 (introduction) which summarizes Nelsen’s theory of positive classroom discipline, focusing on improving classroom management by determining how to analyze students’ behaviors.

                                                                                                                                                                    8.  Henry, S.E. & Abowitz, K.K. (1998). Interpreting Glasser’s control theory: Problems that emerge from innate needs and predetermined ends. In R.E. Butchart and B.E. McEwan (Eds.), Classroom Discipline in American Schools: Problems and Possibilities for Democratic Education. Retrieved from here

                                                                                                                                                                    • Read pages 157-163 of this resource which focuses on William Glasser’s control theory, a method that encourages student decision-making through teacher encouragement.

                                                                                                                                                                    9.  Curwin, R., Mendler, A., & Mendler, B. (2018). Chapter 1: Core beliefs and principles. In Discipline with Dignity: How to Build Responsibility and Respect in Your Classroom, 4th ed. (chapter 11). Retrieved from http://www.ascd.org/publications/books/118018/chapters/Core-Beliefs-and-Principles.aspx

                                                                                                                                                                    • This chapter provides a thorough summary of the Discipline with Dignity model which focuses on creating a plan with students to help them with their decision-making abilities.

                                                                                                                                                                    10.  Kagan, S. (2002) What is win-win discipline? Retrieved from https://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK15.php

                                                                                                                                                                    • This article discusses Kagan’s win-win method of discipline which encourages responsible student problem-solving and solution planning.

                                                                                                                                                                    High-Teacher Control/The Intervening Model

                                                                                                                                                                    11.  Mather, N. & Goldstein, S. (2001). Behavior modification in the classroom. Retrieved from http://www.ldonline.org/article/6030

                                                                                                                                                                    • This article provides a summary of B.F. Skinner’s theory of behavior modification, also known as operant conditioning, and how it specifically relates to education.

                                                                                                                                                                    12.  Sandidge, R.F. (2009). Assertive discipline. In E.M. Anderman & L.H. Anderman (Eds.) Psychology of Classroom Learning: An Encyclopedia. Retrieved from Gale Virtual Reference Library (Note: search in Gale for the author and the title using Library Resources)

                                                                                                                                                                    • Read the section on assertive discipline (pages 166-168) which summarizes Lee and Marlene Canter’s theory of assertive discipline, a model that utilizes consequences to teach behavior.

                                                                                                                                                                    13.  Jones, F. (n.d.). Positive classroom discipline: Chapter 18- Discipline management. Retrieved from http://www.fredjones.com/discipline-18-1

                                                                                                                                                                    • This source, from Jones’ book Positive Classroom Discipline, summarizes his method of positive discipline which focuses on a three-level system.

                                                                                                                                                                    14.  Marshall, M. (2017). How to discipline without stress, punishment, or rewards. Retrieved from https://www.thoughtco.com/discipline-without-stress-punishment-or-rewards-3110686

                                                                                                                                                                    • In this article, Marshall summarizes his Discipline Without Stress program which encourages teachers to not control students but to teach them social skills.
                                                                                                                                                                    Optional Video

                                                                                                                                                                      1.  Five Criteria for Positive Discipline (n.d.). Retrieved from https://www.teachertube.com/video/five-criteria-for-positive-discipline-65137

                                                                                                                                                                      • In this video, Nelsen explains her five criteria for positive discipline and how to apply them.

                                                                                                                                                                      Unit 3: Creating & Implementing Rules & Procedures

                                                                                                                                                                      • Peer assess Unit 2 Written Assignment
                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                      • Begin and participate in the Group Activity (Due Unit 7)
                                                                                                                                                                      • Complete the Reflective Portfolio Assignment

                                                                                                                                                                      Reading Assignment

                                                                                                                                                                      To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                      1.  McEwan, B. (1997). Contradiction, Paradox, and Irony: The World of Classroom Management. In R.E. Butchart & B. McEwan (eds) Classroom Discipline in American Schools (chapter 5). 

                                                                                                                                                                      • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                      • Read chapter 5 (pages 66-75) which offers some of the issues teacher face in regards to finding the balance between classroom management, discipline, and a positive classroom environment.

                                                                                                                                                                        2.  Marzano, R.J., Marzano, J.S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. 

                                                                                                                                                                        • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                        • Read pages 13-26 which provide a summary of past research on rule/procedure creation in addition to the different elements to consider.

                                                                                                                                                                        3.  Partin, R.L. (2009). Classroom teacher’s survival guide: Practical strategies, management techniques and reproducibles for new and experienced teachers. 

                                                                                                                                                                        • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                        • Read pages 30-35 of Partin’s book which concentrates on best practices for creating classroom rules.

                                                                                                                                                                        4.  Rosevear, J.E. (2009). First month: Classroom rules that work. Instructor, 119 (1), 57. 

                                                                                                                                                                        • To access this article log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Academic OneFile
                                                                                                                                                                        • Geared towards middle school teachers, this article provides five rules that she considers best practices

                                                                                                                                                                        5.  Wong, H.K. (2014). Proceed with intent: At the heart of a classroom management plan is practice and more practice of key procedures. Instructor, 124 (3), 32+. 

                                                                                                                                                                        • To access this article log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Academic OneFile
                                                                                                                                                                        • In this article, Wong discusses the importance of procedures for certain tasks in addition to methods for teaching students the procedures.

                                                                                                                                                                        6.  Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing your classroom for success: Organization in the first week is the foundation for a successful school year. Science and Children, 49 (9), 60+. 

                                                                                                                                                                        • To access this article log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Academic OneFile
                                                                                                                                                                        • In this article, the authors discuss how planning and preparing classroom rules and procedures contribute to classroom management.

                                                                                                                                                                        7.  Alber, R. (2017). Rules and routines in the classroom. Retrieved from https://www.edutopia.org/blog/rules-routines-school-year-start-classroom-management

                                                                                                                                                                        • In this blog, a teacher reflects on her own classroom rules and provide some best practices for creating them.
                                                                                                                                                                        Optional Videos

                                                                                                                                                                          1.  Missouri School-Wide Positive Behavior Support (2016). Content acquisition podcast: Classroom rules and expectations. Retrieved from http://pbismissouri.org/content-acquisition-podcast-classroom-rules-and-expectations/

                                                                                                                                                                          • This video breaks down the theory and application of creating classroom rules.

                                                                                                                                                                          2.  Missouri School-Wide Positive Behavior Support (2016). Classroom procedure and routines content acquisition video. Retrieved from http://pbismissouri.org/classroom-procedures-and-routines-content-acquisition-video/

                                                                                                                                                                          • This video explains the theory behind and application of creating and teaching classroom procedures.

                                                                                                                                                                          Unit 4: Using Your Physical Space

                                                                                                                                                                          • Peer assess Unit 3 Written Assignment
                                                                                                                                                                          • Read the Learning Guide and Reading Assignments
                                                                                                                                                                          • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                          • Complete and submit the Written Assignment
                                                                                                                                                                          • Continue to participate in the Group Activity

                                                                                                                                                                          Reading Assignment

                                                                                                                                                                          To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.


                                                                                                                                                                          Classroom Organization

                                                                                                                                                                            1.  Johnson, J. Halocha, J. & Charter, M. (2007). Developing teaching skills in the primary school. 

                                                                                                                                                                            • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                            • Read chapter 3 (pages 29-42) which offers important reflective questions all teachers must answer before making classroom organization decisions.

                                                                                                                                                                            2.  Hue, M., & Wai-shing, L. (2008). Classroom management: Creating a positive learning environment

                                                                                                                                                                            • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                            • Read pages 48-50 which discuss best practices in classroom organization, focusing specifically on utilizing your space effectively.

                                                                                                                                                                            3.  Bunyi, A. (n.d.). 6 classroom design tips. Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/6-classroom-design-tips/

                                                                                                                                                                            • This brief article provides a teacher’s first-hand account of how she approached classroom design.

                                                                                                                                                                              Seating Arrangements

                                                                                                                                                                              4.  Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Retrieved from 

                                                                                                                                                                              • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                              • Read pages 92-98 which focus on setting up a classroom that encourages student communication and group work.

                                                                                                                                                                              5.  Petlak, L. (2015). Functional, flexible classroom seating options. Retrieved from https://www.scholastic.com/teachers/blog-posts/lindsey-petlak/functional-flexible-classroom-seating-options/

                                                                                                                                                                              • The blog provides descriptions of some alternative seating options for students.

                                                                                                                                                                              Learning/Activity Centers

                                                                                                                                                                              6.  Hilberg, R.S., Chang, J., & Epaloosse, G. (2003). Designing effective activity centers for diverse learners: A guide for teachers at all grade levels and for all subject areas. Retrieved from http://manoa.hawaii.edu/coe/crede/wp-content/uploads/Hilberg_et_al_20031.pdf

                                                                                                                                                                              • Read pages 1-11. This very thorough handbook explains the background/theory of activity centers in addition to step by step instructions and examples for application.

                                                                                                                                                                              7.  McKnight, K.S. (2014). Common core literacy strategies for ELA, history/social studies, and the humanities, grades 6-12: Strategies to deepen content knowledge (grades 6-12). 

                                                                                                                                                                              • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                              • Read Chapter 6 (pages 131-142) which focuses on how to set up and use learning/activity centers. Although the book is geared towards middle and high school students, the methods can be adapted for younger students.

                                                                                                                                                                              8.  Spencer-Waterman, S. (2014). Handbook on differentiated instruction for middle and high schools. 

                                                                                                                                                                              • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                              • Read pages 94-97 which gives examples of how to apply learning centers for differentiated instruction.

                                                                                                                                                                              Optional Video

                                                                                                                                                                              1.  Adding Color to the Classroom (n.d.). Retrieved from https://www.teachingchannel.org/videos/color-in-the-classroom

                                                                                                                                                                              • This video shows some ideas for how to incorporate color into the classroom to add to positivity.

                                                                                                                                                                              2.  McLeod, J., Fisher, J., & Hoover, G. (2003). Key elements of classroom management: Managing time and space, student behavior, and instructional strategies. Retrieved from http://www.lirn.net/databases/17237/

                                                                                                                                                                              • Read chapter 1 (pages 5-19) which provides a summary of elements to consider when thinking of physical space in the classroom.

                                                                                                                                                                              Unit 5: Discipline Challenges

                                                                                                                                                                              • Peer assess Unit 4 Written Assignment
                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                              • Continue to participate in the Group Activity
                                                                                                                                                                              • Complete the Reflective Portfolio Assignment

                                                                                                                                                                              Reading Assignment

                                                                                                                                                                              To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                              1.  Boynton, M. & Boynton, C. (2005). Educator’s guide to preventing and solving discipline problems. 

                                                                                                                                                                              • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                              • Read Sections 3 & 4 (pages 89-167) which focus on methods and best practices for dealing with behavior and discipline challenges in the classroom.

                                                                                                                                                                              2.  Hue, M. & Li, W. (2008). Classroom management: Creating a positive learning environment.

                                                                                                                                                                              • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                              • Read chapters 4 and 5 (pages 63-107) which provide background, theory, and best practices on dealing with students who misbehave in class.

                                                                                                                                                                              3.  Alen, K.P. (2010). Classroom management, bullying, and teacher practices. The Professional Educator, 34 (1). Retrieved from https://files.eric.ed.gov/fulltext/EJ988197.pdf

                                                                                                                                                                              • This article provides a thorough discussion of past research and literature on the connection between classroom management and bullying.
                                                                                                                                                                              Optional Video

                                                                                                                                                                                1.  Pacer (2018). Ways to be there as an adult- Episode 17. Retrieved from http://www.pacer.org/bullying/video/player.asp?video=113 (4:17)

                                                                                                                                                                                • This video provides some strategies for teachers in regards to helping students deal with bullying.

                                                                                                                                                                                Unit 6: Creating and Upholding Student Expectations

                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                • Continue to participate in the Group Activity
                                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                                 The Pygmalion Effect

                                                                                                                                                                                1.  Ellison, K. (2015). Being honest about the Pygmalion Effect. Retrieved from http://discovermagazine.com/2015/dec/14-great-expectations

                                                                                                                                                                                • This article provides a summary of the Pygmalion Effect and some classroom applications.

                                                                                                                                                                                2.  Spiegel, A. (2012). Teacher’s expectations can influence how students perform. Retrieved from https://www.npr.org/sections/health-shots/2012/09/18/161159263/teachers-expectations-can-influence-how-students-perform

                                                                                                                                                                                • This article connects a modern-day classroom to Rosenthal’s study and provides some reflective teacher questions.
                                                                                                                                                                                • Hit the ‘play’ button in the top right corner to hear a further explanation of the article as it was discussed on NPR radio.

                                                                                                                                                                                Best Practices

                                                                                                                                                                                3.  Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools. Retrieved from 

                                                                                                                                                                                • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                                • Read chapter 2 (pages 37-60) which focuses on the different types of expectations teachers should have for their students and how to apply them in the classroom.

                                                                                                                                                                                4.  Harris, S. (2005). Bravo teacher: Building relationships with actions that value others

                                                                                                                                                                                • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                                • Read chapters 1-3 (pages 1-58) which provide a variety of actions and best practices that can be applied to any grade level in order to encourage and support students.

                                                                                                                                                                                5.  Hill, J. (n.d.). The power of high expectations: Closing the gap in your classroom. Retrieved from http://teachingasleadership.org/sites/default/files/Related-Readings/DCA_Ch2_2011.pdf

                                                                                                                                                                                • This document provides varied perspectives on holding students to high academic standards and how those expectations can affect students.

                                                                                                                                                                                6.  Bell, L. (2007). Creating a culture of high expectations for all students. Retrieved from https://www.educationworld.com/a_admin/columnists/bell/bell003.shtml

                                                                                                                                                                                • This blog by Larry Bell, a well-known educational speaker, provides some best practices for creating a positive classroom culture in regards to supporting students.
                                                                                                                                                                                Optional Video

                                                                                                                                                                                  1.  EL Education (2015). Clear expectations and important work empower students to work independently: Management in the active classroom. Retrieved from https://vimeo.com/115977648 (4:52)

                                                                                                                                                                                  • This video clip demonstrates how a teacher who promotes independence and self-efficacy can use time to work more personally with students.

                                                                                                                                                                                   Unit 7: Communication, Collaboration, & Rapport

                                                                                                                                                                                  • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                  • Complete and submit the Group Activity
                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                  To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                                  1.  Hue, M. & Li, W. (2008). Classroom management: Creating a positive learning environment. 

                                                                                                                                                                                  • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                                  • Read chapters 6, 8, 9 (pages 109-128, 149-182) which focus on communicating with all three groups: parents, students, and colleagues.

                                                                                                                                                                                  2.  Higgs, C. (2013). Connecting with students: Building rapport with urban learners. 

                                                                                                                                                                                  • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                                  • Read pages 34-56 which focus on strategies to use to ‘get through’ to students while increasing rapport.

                                                                                                                                                                                  3.  Stanford University (n.d.). Student-teacher communication. Retrieved from https://teachingcommons.stanford.edu/resources/teaching/student-teacher-communication

                                                                                                                                                                                  • Read through all four links on this page which provide some best practices on communicating with students, including the topics of questioning, listening, and interacting.
                                                                                                                                                                                  Optional Video

                                                                                                                                                                                  1. Teaching Channel. (n.d.). Communicate learning with silent signals. Retrieved from https://www.teachingchannel.org/videos/teacher-teams-nvps (1:51)

                                                                                                                                                                                  • This video shows how one teacher uses body language and signals to keep students engaged and communication without ever having to say a word, a great resource for quiet students.

                                                                                                                                                                                  Unit 8: Diversity Issues in the Classroom

                                                                                                                                                                                  • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                  • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                  To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                                  Multiculturalism

                                                                                                                                                                                  1.  Anderman, E.M. & Anderman, L.H. (2009). Culturally relevant pedagogy. In Psychology of Classroom Learning: An Encyclopedia. Retrieved from http://link.galegroup.com/apps/doc/CX3027800087/GVRL?u=lirn17237&sid=GVRL&xid=c34926f4

                                                                                                                                                                                  • This book chapter focuses on how teachers can and should be prepared for diverse classes and multicultural learning.

                                                                                                                                                                                  2.  Lehman, C.L. (2017). Multicultural competence: A literature review supporting focused training for preservice teachers teaching diverse students. Journal of Education and Practice, 8 (10), 109-116. Retrieved from https://files.eric.ed.gov/fulltext/EJ1139702.pdf

                                                                                                                                                                                  • This document provides a helpful review of literature that relates to issues new teachers face in regards to student diversity.

                                                                                                                                                                                  3.  Yokota, J. (2009). Learning through literature that offers diverse perspectives: Multicultural and international literature. In D.A. Wooten & B.E. Cullinan (Eds.), Children’s Literature in the Reading Program: An Invitation to Read. 3rd ed. Retrieved from http://sites.bu.edu/summerliteracyinstitute/files/2015/05/YokotaJ-Learning-Through-Literature.pdf

                                                                                                                                                                                  • This book chapter focuses on choosing and using multicultural literature in the classroom.

                                                                                                                                                                                  Differentiation

                                                                                                                                                                                  4.  Tomlinson, C.A. (2014). Differentiated Classroom: Responding to the needs of all learners. Retrieved from 

                                                                                                                                                                                  • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                                  • Read chapters 1-4 (pages 1-59) which provide an explanation of differentiation in addition to strategies for differentiated instruction.

                                                                                                                                                                                  Optional Video

                                                                                                                                                                                  1.  Guido, M. (2016). 20 differentiated instruction strategies and examples [+downloadable list]. Retrieved from https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/ (4:16)

                                                                                                                                                                                  • Watch the video and read the blog which both provides a variety of activities for differentiating instruction and assessment.

                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                  Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                  Group Activities
                                                                                                                                                                                  During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                  Reflective Portfolio Activities
                                                                                                                                                                                  Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                  The Research and Practice Portfolio
                                                                                                                                                                                  Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                  • Reflective Portfolio Activities
                                                                                                                                                                                  • Research
                                                                                                                                                                                  • Teaching and Learning Resources

                                                                                                                                                                                  Course Forum
                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                  Discussion Assignments  20%
                                                                                                                                                                                  Written Assignments    30% 
                                                                                                                                                                                  Group Activity  25%
                                                                                                                                                                                  Reflective Portfolio Activities  25%
                                                                                                                                                                                  TOTAL 100%


                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                  C- 70-72 0.00
                                                                                                                                                                                  D+ 68-69 0.00
                                                                                                                                                                                  D 63-67 0.00
                                                                                                                                                                                  D- 60-62 0.00
                                                                                                                                                                                  F Under 60 0.00
                                                                                                                                                                                  CR N/A N/A
                                                                                                                                                                                  NC N/A N/A
                                                                                                                                                                                  NF N/A N/A
                                                                                                                                                                                  W N/A N/A


                                                                                                                                                                                  Grade Appeal

                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                  Participation
                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                  Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                  EDUC 5440 Assessment and Evaluation

                                                                                                                                                                                  UoPeople logo

                                                                                                                                                                                  EDUC 5440: Assessment and Evaluation


                                                                                                                                                                                  Credits: 3

                                                                                                                                                                                  Prerequisites:  

                                                                                                                                                                                  Recommended:  


                                                                                                                                                                                  Course Description: This course will consider formal and informal classroom assessments and their use for guiding curricular decisions, differentiating instruction, fostering student achievement, and improving teacher performance.  The nature and purpose of classroom, diagnostic, placement, problem-solving, formative and summative assessments will be discussed.  Test construction and teacher-made tests that are authentic and non-discriminatory are addressed, along with the importance of fair, consistent and transparent grading practices; developing and using rubrics and checklists; and providing useful student feedback.  Implications of on-screen testing and the use of e-assessments for tapping higher order thinking will be discussed


                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                  • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                  To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.


                                                                                                                                                                                  Software Requirements/Installation: No special requirements.


                                                                                                                                                                                  Learning Objectives and Outcomes:

                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                  1. Analyze the difference between assessment and evaluation
                                                                                                                                                                                  2. Analyze the purpose and use of national(NAEP)and international (PISA, TIMSS) assessments
                                                                                                                                                                                  3. Analyze the nature and purpose of different types of classroom assessments 
                                                                                                                                                                                  4. Analyze the role of assessment in guiding curricular decisions, fostering student achievement and differentiating instruction
                                                                                                                                                                                  5. Analyze the purpose and use of rubrics as a tool for assessment and evaluation

                                                                                                                                                                                  Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                  Week 1: Unit 1 - Difference between Assessment and Evaluation in Learning

                                                                                                                                                                                  Week 2: Unit 2 - Different Types of Classroom Assessments

                                                                                                                                                                                  Week 3: Unit 3 - The Use and Purpose of Rubrics and Authentic Assessments

                                                                                                                                                                                  Week 4: Unit 4 - The Role of Assessment in Guiding Decisions

                                                                                                                                                                                  Week 5: Unit 5 - Designing Assessments

                                                                                                                                                                                  Week 6: Unit 6 - Online International Assessments and Online Formative Assessments

                                                                                                                                                                                  Week 7: Unit 7 - The Role of Assessment in Improving Teacher Performance

                                                                                                                                                                                  Week 8: Unit 8 - Fair, Non-Discriminatory Classroom Assessments


                                                                                                                                                                                  Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                                  Unit 1: Difference between Assessment and Evaluation in Learning

                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                  1. Lamprianu, I. and Athanasau, J. (2009). A teacher’s guide to classroom assessment. Sense Publishers. Retrieved from:https://www.sensepublishers.com/media/29-a-teachers-guide-to-educational-assessment.pdf 

                                                                                                                                                                                  • Read pp: 1-14. This article introduces you will find a well-researched global history of assessment. 

                                                                                                                                                                                  2. EasyLMS. (n.d.).  Assessment vs evaluation: what's the difference?  Retrieved from: https://www.onlineassessmenttool.com/knowledge-center/assessment-knowledge-center/assessment-vs-evaluation/item10642

                                                                                                                                                                                  • This website offers a practical explanation of the difference between assessment and evaluation.

                                                                                                                                                                                  3. Schreurs, J., & Dumbraveanu, R. (2014). A Shift from Teacher Centered to Learner Centered Approach. International Journal of Engineering Pedagogy (iJEP),4(3), 36. doi:10.3991/ijep.v4i3.3395. Retrieved from https://online-journals.org/index.php/i-jep/article/view/3395/3192

                                                                                                                                                                                  • This article explains the shift from teacher-centered learning to student-centered learning and this fostered the emergence of assessment as we know it today.

                                                                                                                                                                                  4. Huba, M. and Freed, J. (2000). Comparison of teacher-centered and learner-centered paradigms. Learner-Centered Assessment on College Campuses. Retrieved from: http://www.archive.jfn.ac.lk/OBESCL/MOHE/SCL-articles/Academic-articles/20.Teacher-centered-vs-learner-centered-paradigms.pdf

                                                                                                                                                                                  • This ‘Comparison of teacher-centered and learner-centered paradigms’ is a quick read of the main aspects of both paradigms.

                                                                                                                                                                                  5. Buskirk-Cohen, A. and Duncan, T. (2011). Exploring learner-centered assessment: a cross-disciplinary approach, International Journal of Teaching and Learning in Higher Education, Volume 23, Number 2, 246-259.  Retrieved from: https://files.eric.ed.gov/fulltext/EJ946150.pdf.  

                                                                                                                                                                                  • In this article, you will find a clear comparison of traditional assessment and learner-centered assessment. 

                                                                                                                                                                                  6. Western and Northern Canadian Protocol for Collaboration in Education. (2006). Rethinking classroom assessment with purpose in mind.  Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                  • Read the Introduction and Chapter 1. This document presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom. This document will be used for your group project. 

                                                                                                                                                                                  Unit 2: Different Types of Classroom Assessments

                                                                                                                                                                                  • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                  1. Lamprianu, I. and Athanasau, J. (2009). A teacher’s guide to classroom assessment. Sense Publishers. Retrieved from:
                                                                                                                                                                                  https://www.sensepublishers.com/media/29-a-teachers-guide-to-educational-assessment.pdf

                                                                                                                                                                                  • Read pp: 15-38
                                                                                                                                                                                  • In pages 15-38 of ‘A teacher’s guide to classroom assessment, you will find an analysis of the different types of classroom assessments and their uses.

                                                                                                                                                                                  2. Erie, PA., Public Schools (2017). Diagnostic assessment. Retrieved from: https://www.eriesd.org/cms/lib/PA01001942/Centricity/Domain/1917/Types%20of%20Assessments%20information%20sheets.pdf

                                                                                                                                                                                  • ‘Diagnostic assessment’ is a clear summary of this assessment.

                                                                                                                                                                                  3. Ronan, A. (2015). Every teacher’s guide to assessment. Edudemic. Retrieved from: https://www.moedu-sail.org/wp-content/uploads/2014/02/CFA-Handouts-for-C-Assessment-Design.pdf

                                                                                                                                                                                  • ‘Every teacher’s guide to assessment’ is quite a complete overview of classroom assessment.

                                                                                                                                                                                  4. Lynch, M. (2016). Summative assessments, do you know these basics? The Edvocate. Retrieved from: https://www.theedadvocate.org/summative-assessments-know-basics/

                                                                                                                                                                                  • ‘Summative assessments, do you know these basics?’ is a description of the basic aspects of summative assessments.

                                                                                                                                                                                  5. Lynch, M. (2016). Five major features of summative assessments. The Edvocate. Retrieved from:
                                                                                                                                                                                  https://www.theedadvocate.org/five-major-features-summative-assessments/

                                                                                                                                                                                  • Five major features of summative assessments’ is a description of the major features of summative assessments.

                                                                                                                                                                                  6. Looney, J. (2011). Integrating formative and summative assessments: progress towards a seamless system. Education Working Papers No. 58. OECD. Retrieved from: https://files.eric.ed.gov/fulltext/ED529586.pdf

                                                                                                                                                                                  • ‘Integrating formative and summative assessments: progress towards a seamless system’ is an overview of the efforts to integrate these assessments. The challenges are, on the one hand, strengthening the classroom-based formative assessments and, on the other hand, improving testing and measurement technologies.

                                                                                                                                                                                  7. Western and Northern Canadian Protocol for Collaboration in Education (2006). Rethinking classroom assessment with purpose in mind. Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                  • ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom. In this Unit you need to read Chapter 2.

                                                                                                                                                                                  Optional Videos

                                                                                                                                                                                  1. Teachings in Education (2016). Formative assessments: why, when & top 5 examples. Retrieved from: https://www.youtube.com/watch?v=-RXYTpgvB5I (6:57)

                                                                                                                                                                                  • ‘Formative assessments: why, when & top 5 examples’ presents the uses of 5 examples of formative classroom assessments.

                                                                                                                                                                                  2. SanBdoCitySchools (2015). Formative assessments: using feedback to guide instruction. Retrieved from: https://www.youtube.com/watch?v=Ecp5tFwXA_M (7:06)

                                                                                                                                                                                  • In ‘Formative assessments: using feedback to guide instruction’ the instructor shows how to use formative assessments and give feedback to students

                                                                                                                                                                                  3. Common Sense Education (2016). 3 tips for great formative assessment. Retrieved from: https://www.youtube.com/watch?v=JJ5yRhyIeFI (2:16)

                                                                                                                                                                                  • 3 tips for great formative assessment’ raises two interesting questions: is formative assessment more formative for teachers than for students? If so, how can formative assessment be also formative for students?

                                                                                                                                                                                  4. AERTeamGECDSB (2011). Rethinking assessment. Retrieved from: https://www.youtube.com/watch?v=SzvPdsuw3iU (8:33)

                                                                                                                                                                                  • ‘Rethinking assessment’ is a visual summary of formative (for learning) and summative (of learning) assessments.

                                                                                                                                                                                  Unit 3: The Use and Purpose of Rubrics and Authentic Assessments

                                                                                                                                                                                  • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                  • Begin and participate in the Group Activity (Due Unit 7)

                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                  1. Callison, Daniel. (1998). Authentic Assessment.  School Library Media Activities Monthly 14, no. 5. Retrieved from: http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/edchoice/SLMQ_AuthenticAssessment_InfoPower.pdf

                                                                                                                                                                                  • ‘Authentic Assessment’ is a thorough explanation of this type of assessment as well as of its uses.

                                                                                                                                                                                  2. Frey, B., Schmitt, V., Allen, J. (2012). Defining authentic classroom assessment. Practical Assessment, Research, and Evaluation, Volume 17, Number 2.  Retrieved from: http://pareonline.net/pdf/v17n2.pdf

                                                                                                                                                                                  • ‘Defining authentic classroom assessment’ is an in-depth literature review of authentic assessment with a rich discussion and recommendations.

                                                                                                                                                                                  3. Indiana University, Bloomington. (n.d.). Authentic Assessment.  Center for Innovative Teaching and Learning (CITL).   Retrieved from: https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/

                                                                                                                                                                                  • ‘Authentic Assessment’ is a description of the assessment ass it is used in Indiana University. 

                                                                                                                                                                                    4. Henning, Melissa. (n.d.). Rubrics to the rescue. Teachers First, Thinking Teachers Teaching Thinkers.  Retrieved from: https://www.teachersfirst.com/lessons/rubrics/index.cfm

                                                                                                                                                                                    • ‘Rubrics to the rescue’ in the Teachers First website offers a very complete guide for the use and purpose of rubrics for teachers.

                                                                                                                                                                                    5. Chapman, V., Inman, D. (2009). A conundrum: rubrics for creativity/metacognitive development. Educational Horizons, Spring 2009.  Retrieved from: https://files.eric.ed.gov/fulltext/EJ849020.pdf

                                                                                                                                                                                    • ‘A conundrum: rubrics for creativity/metacognitive development’ is an interesting article because it addresses some limitations of rubrics and examines how these can be avoided.

                                                                                                                                                                                    6. Millis, Barbara. (2016). Using metacognition to promote learning. IDEA Paper #63. Retrieved from: https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_63.pdf

                                                                                                                                                                                    • ‘Using metacognition to promote learning’ explores how teachers can promote metacognition in their classrooms.

                                                                                                                                                                                    7. Western and Northern Canadian Protocol for Collaboration in Education. (2006). Rethinking classroom assessment with purpose in mind.  Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                    • ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom. In this Unit, you need to read Chapter 3, pp 29-39.

                                                                                                                                                                                    Optional Video

                                                                                                                                                                                    1. EDUTOPIA. (2011). Keeping assessment relevant and ‘authentic’.  Retrieved from: https://www.youtube.com/watch?v=HfwGqH9w-64 (3:52)

                                                                                                                                                                                    • In ‘Keeping assessment relevant and ‘authentic’’. Ben Mook, the teacher, shows how he introduces an activity in his class that is authentic and that he uses to assess his students.

                                                                                                                                                                                    Unit 4: The Role of Assessment in Guiding Decisions

                                                                                                                                                                                    • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                    • Complete and submit the Written Assignment
                                                                                                                                                                                    • Continue to participate in the Group Activity

                                                                                                                                                                                    Reading Assignment


                                                                                                                                                                                    1. Belbase, S. (2011). Philosophical foundations for curriculum decision, a reflective analysis. Pp1-20. Retrieved from: https://files.eric.ed.gov/fulltext/ED524740.pdf

                                                                                                                                                                                    • ‘Philosophical foundations for curriculum decision, a reflective analysis’ reflects on the curriculum from different and thought-provoking perspectives.

                                                                                                                                                                                    2. MAISA. (n.d. ). Standards, curriculum, instruction, and assessment.  Michigan Association of Intermediate School Administrators.  Retrieved from: http://www.gomaisa.org/projects/career-and-college-readiness/standards/

                                                                                                                                                                                    • On this website the Michigan Association of Intermediate School Administrators presents its critical alignment of standards, curriculum, instruction and assessment. 

                                                                                                                                                                                    3. DVUSD. (n.d.). Curriculum, assessment, instruction.  Deer Valley Unified School District, Arizona.  Retrieved from: https://www.dvusd.org/Page/12831#calendar29588/20180627/month

                                                                                                                                                                                    • ‘Curriculum, assessment, instruction’ at the DVUSD website is an example of how this school district integrates assessment to the Arizona College and Career Ready Standards to provide a clear and consistent framework to prepare children for college and the workforce.

                                                                                                                                                                                    4. Mikre, Fisseha. (2005). The roles of assessment in curriculum practice and enhancement of learning. Review article. Psychology Department, JU. Pp. 101-113. Retrieved from: https://www.ju.edu.et/ejes/sites/default/files/Role%20of%20assessment.pdf

                                                                                                                                                                                    • ‘The roles of assessment in curriculum practice and enhancement of learning’ analyzes a) the roles of assessment in operating and experiencing the curriculum,b) the importance of continuous assessment for enhancement of student learning,  c) the roles of feedback and d) comments for curriculum practice and learning enhancement.

                                                                                                                                                                                    5. Tomlinson, C.A., Moon, T., Imbau, M. (2005). Assessment and student success in a differentiated classroom. Whitepaper. ASCD.  Pp. 1-17.  Retrieved from: http://www.ascd.org/ASCD/pdf/siteASCD/publications/assessment-and-di-whitepaper.pdf

                                                                                                                                                                                    • ‘Assessment and student success in a differentiated classroom’ is an analysis of what is a quality curriculum and of the type of assessments that help support student success using this curriculum

                                                                                                                                                                                    6. Oberg, Carol. (n.d.).  Guiding classroom instruction through performance assessment. Journal of Case Studies in Accreditation and Assessment. Pp 1-11.   Retrieved from: https://files.eric.ed.gov/fulltext/EJ1055507.pdf

                                                                                                                                                                                    • ‘Guiding classroom instruction through performance assessment’ explains how to use performance assessments as pre-assessment, that is, prior to instructional decision making.

                                                                                                                                                                                    7. Trahan, Laura. (2016). Decision making that matters: 10 ways teachers can impact curricular decisions. Aligned. Retrieved from: https://achievethecore.org/aligned/decision-making-that-matters-a-teachers-perspective/

                                                                                                                                                                                    • ‘Decision making that matters: 10 ways teachers can impact curricular decisions’ is a blog written about how teachers can personalize their curriculum.

                                                                                                                                                                                    8. Hansen, Laura. (2018). The role of educators in summative assessment: The life cycle of a question. Aligned.  Retrieved from: https://achievethecore.org/aligned/role-educators-summative-assessment-life-cycle-question/

                                                                                                                                                                                    • ‘The role of educators in summative assessment: The life cycle of a question’ is a blog providing an inside look at the development of summative assessments.

                                                                                                                                                                                    9. Western and Northern Canadian Protocol for Collaboration in Education. (2006). Rethinking classroom assessment with purpose in mind.  Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                    • ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom. In this Unit you need to read Chapter 5, pp 55-65

                                                                                                                                                                                    Optional Video

                                                                                                                                                                                    1. Thebercgroup. (2013). Curriculum, instruction, and assessment, oh my!  Retrieved from: https://www.youtube.com/watch?v=Hye9upRT8bE (8:49)

                                                                                                                                                                                    • ‘Curriculum, instruction, and assessment, oh my!’  is one perspective of how curriculum, instruction, and assessment align and support each other.

                                                                                                                                                                                    Unit 5: Designing Assessments

                                                                                                                                                                                    • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                    • Continue to participate in the Group Activity
                                                                                                                                                                                    • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                    Reading Assignment


                                                                                                                                                                                    1. RIDE. (n.d.). Guidance for developing and selecting quality assessments in the elementary classroom, a part of the assessment toolkit.  Rhode Island Department of Education and the National Center for the Improvement of Educational Assessment.  Retrieved from:  http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Evaluation/Online-Modules/Quality-Assessments-Elementary.pdf

                                                                                                                                                                                    • ‘Guidance for developing and selecting quality assessments in the elementary classroom’ is intended to assist teachers in understanding the critical role that assessments play in the classroom.

                                                                                                                                                                                    2. Western and Northern Canadian Protocol for Collaboration in Education. (2006). Rethinking classroom assessment with purpose in mind.  Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                    • ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom.
                                                                                                                                                                                    • In this Unit you need to Chapter 5, ‘Assessment OF Learning, and review figure 2.2 ‘Assessment Tool Kit’, page 17.

                                                                                                                                                                                    3. Anonymous. (n.d.). Using assessment to drive instruction. Teacher Education.  University of Virginia.  Retrieved from:  http://people.virginia.edu/~cat3y/presentations/ASCD09/RexOrlandoBreakouts/AssessFL.pdf

                                                                                                                                                                                    • ‘Using assessment to drive instruction’ provides a series of classroom assessment strategies that can be applied ‘as is’ or can inspire teachers to create other assessment strategies.

                                                                                                                                                                                    4. Flinders University. (n.d.). Principles of good feedback practices. Curriculum and Teaching Resources. Retrieved from: http://www.flinders.edu.au/teaching/teaching-strategies/assessment/feedback/good-feedback.cfm

                                                                                                                                                                                    • ‘Principles of good feedback practices’ on the Flinders University, Australian website provides a guide to the type of feedback that strengthens the student’s capacity to self-regulate their own performance and contribute to the student’s ability to learn for longer term.

                                                                                                                                                                                    5. NSW Education Standards Authority. (n.d.). Assessment for, as, of learning. Retrieved from: https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/

                                                                                                                                                                                    • ‘Assessment for, as, of learning’ on the New South Wales Education Standards Authority, an Australian website, offers clarification and examples of assessments.

                                                                                                                                                                                    6. Moore, C., Teather, S. (2013). Engaging students in peer review: feedback as learning. Issues in Educational Research, Special Issue, V 23 (2). Pp. 196-210. Retrieved from http://www.iier.org.au/iier23/moore.pdf

                                                                                                                                                                                    •  ‘Engaging students in peer review: feedback as learning’ analyzes the peer-to-peer feedback experience among university undergraduates.

                                                                                                                                                                                    7. Wilkins, E., Shin, E., Ainsworth, J. (2009).   The effect of peer feedback practices with elementary education teacher candidates. Teacher Education Quarterly, Spring 2009.  Pp 79-93. Retrieved from: https://files.eric.ed.gov/fulltext/EJ857477.pdf

                                                                                                                                                                                    • ‘The effect of peer feedback practices with elementary education teacher candidates’ is an analysis of the effects and benefits of this practice in education teacher candidates.

                                                                                                                                                                                    8. Goodrich Andrade, Heidi (2000) Using rubrics to promote thinking and learning. Educational Leadership, Volume 57 Number. Retrieved from: http://www.umsl.edu/~wilmarthp/most-03-2012/using-rubrics-to-promote-learning.pdf

                                                                                                                                                                                    • Using rubrics to promote thinking and learning’ explains the construction and use of Instructional Rubrics to promote thinking and learning.

                                                                                                                                                                                      Optional Video

                                                                                                                                                                                      1. Wray, Emily. (n.d.). RISE, a model for meaningful feedback. Queens University, Canada.  Teaching and Learning.  Retrieved from: http://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_meaningful_feedback_model.html (5:20)

                                                                                                                                                                                      • ‘RISE, a model for meaningful feedback’ is a brief presentation of a feedback model designed to promote., higher-order thinking in student-to-student feedback.

                                                                                                                                                                                      Unit 6: Online International Assessments and Online Formative Assessments

                                                                                                                                                                                      • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                      • Continue to participate in the Group Activity
                                                                                                                                                                                      • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                      1. IES, NCES. (n.d.). Program for International Students Assessment (PISA).  Retrieved from:   https://nces.ed.gov/surveys/pisa/

                                                                                                                                                                                      • ‘Program for International Students Assessment (PISA)’ is the website for PISA.

                                                                                                                                                                                      2. The Center for Education Reform. (2013). The Purpose of PISA. Retrieved from: https://www.edreform.com/edspresso-shots/the-purpose-of-pisa/

                                                                                                                                                                                      • This site explains the purpose of PISA and how it plays in creating policy.

                                                                                                                                                                                        3. Progress in International Reading Literacy Study (PRLS). (n.d.) Overview. IES. NCES. Retrieved from: https://nces.ed.gov/surveys/pirls/

                                                                                                                                                                                        • ‘Overview’ is an overview of the PIRLS

                                                                                                                                                                                        4. Trends in Mathematical and Science Study (TIMSS) (n.d.) Overview. IES. NCES. Retrieved from: https://nces.ed.gov/timss/

                                                                                                                                                                                        • ‘Overview’ is an overview of the TIMSS

                                                                                                                                                                                        5. TIMSS & PIRLS (n.d.) About TIMSS 2019. IEA. Retrieved from: https://timssandpirls.bc.edu/timss2019/

                                                                                                                                                                                        • ‘About TIMSS 2019’ is an overview of the planned 2019 TIMSS.

                                                                                                                                                                                        6. Watts, Andrew(n.d.) International Surveys TIMSS, PISA, PIRLS. Cambridge Assessment, International Education. Retrieved from: http://www.cambridgeinternational.org/images/271193-international-surveys-pisa-timss-pirls.pdf

                                                                                                                                                                                        • ‘International Surveys TIMSS, PISA, PIRLS’ is a brief overview of the three international assessments.

                                                                                                                                                                                        7. The Guardian. (2014) OECD and PISA tests are damaging education worldwide-academics. Retrieved from: https://www.theguardian.com/education/2014/may/06/oecd-pisa-tests-damaging-education-academics

                                                                                                                                                                                        • ‘OECD and PISA tests are damaging education worldwide-academics’ is a letter to the Director of OECD’s PISA from academicians from around the world who express deep concern about the impact of Pisa tests and call for a halt to the next round of testing.

                                                                                                                                                                                        8. Baird, J., Isaacs, T., Johnson, S., Stobart, G., Yu, G., Sprague, T., Daugherty, R. (2011) Policy effects of PISA. Oxford University Centre for Educational Assessment. Retrieved from: http://oucea.education.ox.ac.uk/wordpress/wp-content/uploads/2011/10/Policy-Effects-of-PISA-OUCEA.pdf

                                                                                                                                                                                        • ‘Policy effects of PISA’ is an analysis of PISA and an assessment of the PISA results in six countries

                                                                                                                                                                                        9. Carnoy, Martin (2015) International test score comparisons and educational policy: a review of the critiques. National Education Policy Center (NEPC).  Retrieved from: https://files.eric.ed.gov/fulltext/ED574696.pdf

                                                                                                                                                                                        • ‘International test score comparisons and educational policy’ is a review of the main critiques that have been made of international tests, as well as the rationales and education policy analyses accompanying these critiques, particularly the policy analyses generation by PISA.

                                                                                                                                                                                        10. Bennett, R.E., Gitomer, D. (2008) Transforming K-12 assessment: integrating accountability testing, formative assessment, and professional support. Educational Testing Service (ETS).  Pp 1-30.  Retrieved from:  https://www.ets.org/Media/Home/pdf/CBAL_TransformingK12Assessment.pdf

                                                                                                                                                                                        • ‘Transforming K-12 assessment’ is an analysis of the integration of technology with formative assessments.  Read pp 12-18.

                                                                                                                                                                                          11. Zalasnick, M. (2017) K12 makes assessment shifts, districts increase formative testing to generate real-time data and reduce high-stakes exams. District Administration. Retrieved from:  https://www.districtadministration.com/article/k12-makes-assessment-shifts

                                                                                                                                                                                          • ‘K12 makes assessment shifts’ examines the use of adaptive learning software to generate formative assessments and argues that “computer-based formative assessments allow students to keep track of their own test data and, interviewing with educators, monitor their own progress toward learning targets”.

                                                                                                                                                                                          12. Shute, V., Rahimi, s.  (2017) Review of computer-based assessment for learning in elementary and secondary education.  Journal of Computer Assisted Learning. V. 33. Pp1-19.  Retrieved from: http://myweb.fsu.edu/vshute/pdf/jcal.pdf

                                                                                                                                                                                          • ‘Review of computer-based assessment for learning in elementary and secondary education’ Is a review of these electronic assessments and of their benefits.

                                                                                                                                                                                            13. Western and Northern Canadian Protocol for Collaboration in Education (2006) Rethinking classroom assessment with purpose in mind.  Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                            • ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom.  In this Unit, you need to read Chapter 4.

                                                                                                                                                                                            Optional Video

                                                                                                                                                                                            1. OECD (n.d.) How does PISA work? Retrieved from: https://www.youtube.com/watch?v=-xpOn0OzXEw (2:45)

                                                                                                                                                                                            • ‘How does PISA work?’ is a visual explanation of this assessment by OECD

                                                                                                                                                                                            2. Molinar, M. (2017) The market is booming for digital formative assessments. Education Week.  Retrieved from: https://www.edweek.org/ew/articles/2017/05/24/market-is-booming-for-digital-formative-assessments.html?print=1 (2:00)

                                                                                                                                                                                            • ‘The market is booming for digital formative assessments’ reports on how certain school districts in the US are turning to and purchasing digital assessment platforms for their formative assessments.
                                                                                                                                                                                            3. Scantlebury, T. (2018) Informal assessment tool: formative computer-based test.  Retrieved from:
                                                                                                                                                                                            https://www.youtube.com/watch?v=WKMjiRSzJus (7:13) 

                                                                                                                                                                                            •  ‘Informal assessment tool: formative computer-based test’ is an overview of the positive and negative aspects of computer-based formative assessments. 

                                                                                                                                                                                             Unit 7: The Role of Assessment in Improving Teacher Performance

                                                                                                                                                                                            • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                            • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                            • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                            • Complete and submit the Written Assignment
                                                                                                                                                                                            • Complete the Group Activity

                                                                                                                                                                                            Reading Assignment


                                                                                                                                                                                            1. Western and Northern Canadian Protocol for Collaboration in Education (2006) Rethinking classroom assessment with purpose in mind.  Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                            • In this Unit you may need to review Chapter 4, ‘Assessment AS Learning’, pp 41-54, and 
                                                                                                                                                                                            • Read Chapter 7, ‘Building Capacity for Enhancing Classroom Assessment’pp 75-81. This chapter analyzes how effective professional development occurs in a) daily attention to classroom assessment practices, b) assessment study groups at school, c) assessment learning walks, d) assessment collaboration, etc.  It also argues that the aforementioned professional learning practices require effective leadership in schools and districts.

                                                                                                                                                                                              2. Marshall, Kim (2018) In praise of assessment (done right). Marshallmemo.   Retrieved from:
                                                                                                                                                                                              https://marshallmemo.com/articles/Assessment%20March%202018.pdf

                                                                                                                                                                                              • ‘In praise of assessment (done right)’, the author argues that assessment ‘done right’ helps teachers improve learning in real time.

                                                                                                                                                                                              3. Angelo, T. and Cross, P. (n.d.) Classroom assessment techniques.  From Classroom Assessment Techniques, A Handbook for College Teachers, 2nd Ed.  Retrieved from: https://www.csn.edu/sites/default/files/u12306/cats_angelo_cross.pdf

                                                                                                                                                                                              • ‘Classroom assessment techniques’ Is an overview of classroom assessment techniques and of the benefits of these techniques for both students and teachers.

                                                                                                                                                                                              4. British Columbia Institute of Technology (n.d.) Assessing your teaching effectiveness.  Instructional aid.  Retrieved from:  http://www.northernc.on.ca/leid/docs/ja_teacheffect.pdf

                                                                                                                                                                                              • ‘Assessing your teaching effectiveness’ is a straightforward guide to help teachers assess their effectiveness.

                                                                                                                                                                                                5. DuFour, Richard (n.d.)  What is a professional learning community. All Things PLC.   Retrieved from: http://www.allthingsplc.info/files/uploads/DuFourWhatIsAProfessionalLearningCommunity.pdf

                                                                                                                                                                                                • In ‘What is a professional learning community’ the author the benefits of professional learning communities (PLCs).

                                                                                                                                                                                                  6. Owen, S. (2014) Teacher professional learning communities: going beyond contrived congeniality toward challenging debate and collegial learning and professional growth. Australian Journal of Adlt Learning. V. 54, #2. Pp 54-77.  Retrieved from: https://files.eric.ed.gov/fulltext/EJ1033925.pdf

                                                                                                                                                                                                  • ‘Teacher professional learning communities’ offers valuable insights about nurturing more learning-focused PLCs, with significant benefits for teacher professional growth and ultimately for student learning.

                                                                                                                                                                                                  7. Bovell, M (2014). Using student assessment to improve teaching.  Australian Council for Educational Research (ACER).  Retrieved from: https://rd.acer.org/article/using-student-assessment-to-improve-teaching

                                                                                                                                                                                                  • Using student assessment to improve teaching’ in this article the author examines how monitoring the learning progress of students also enables teachers monitor and improve their own teaching.

                                                                                                                                                                                                  8. Timperley, H. (2009) Using assessment data for improving teaching practice.   Research Conference. Australian Council for Educational Research (ACER).   Retrieved from: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1036&context=research_conference

                                                                                                                                                                                                  • In ‘Using assessment data for improving teaching practice’ the author argues that teachers can improve their teaching practice by using assessment data.
                                                                                                                                                                                                  Optional Videos

                                                                                                                                                                                                    1. Wiliam, Dylan (2014) Teacher reflective practice. Retrieved from: https://www.youtube.com/watch?v=0glFJMYv1JY (3:53)

                                                                                                                                                                                                    • In ‘Teacher reflective practice’ Dr. Wiliam argues that the teaching profession is the most difficult and the best of professions because you can always improve.

                                                                                                                                                                                                    2. Classwatch (2012) Self-evaluation and training of teachers. Retrieved from: https://www.youtube.com/watch?v=RCZai6fSeRE (3:13)

                                                                                                                                                                                                    • 'Self-evaluation and training of teachers’ is about teachers using the software ‘classwatch’ to video their classroom teaching and how much they and their students learned through their self-assessment and reflection.

                                                                                                                                                                                                    3. William, Kenneth (2014) Using common formative assessments to help teachers reflect on their teaching practice.  Retrieved from:  https://www.youtube.com/watch?v=FldnHUgjTcM (8:49)

                                                                                                                                                                                                    • In ‘Using common formative assessments to help teachers reflect on their teaching practice’, Kenneth William shares his experience of reflecting on this teaching practice with a Professional Learning Community (PLC) at his school.

                                                                                                                                                                                                    Unit 8: Fair, Non-Discriminatory Classroom Assessments

                                                                                                                                                                                                    • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                    • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                                    • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                    Reading Assignment

                                                                                                                                                                                                    1. Ford, D. and Whiting, G. (2006). Under-representation of diverse students in gifted education: recommendations for nondiscriminatory assessment. Gifted Education Press Quarterly, Vol.20.  Retrieved from: http://www.giftededpress.com/GEPQSPRING2006.pdf

                                                                                                                                                                                                    • ‘Under-representation of diverse students in gifted education: recommendations for non-discriminatory assessment’ is a critique of traditional educational testing and a discussion of alternative assessment, primarily non-verbal measures.

                                                                                                                                                                                                    2. Ortiz, S. (2002) Best practices in non-discriminatory assessments. Best Practices in School Psychology (pp. 1321-1336). Bethesda, MD: National Association of School Psychologist. Retrieved from: http://axwin13.pbworks.com/w/file/fetch/63727656/Best%20Practices%20Nondiscriminatory.pdf

                                                                                                                                                                                                    • ‘Best practices in non-discriminatory assessments’ is an analysis of non-discriminatory assessments from the perspective of a school psychologist.

                                                                                                                                                                                                      3. Siegel, M., Wisserh, C., Halverson, K. (2008) A framework for equitable assessment. The Science Teacher, Vol. 44.    Retrieved from:  http://people.uncw.edu/kubaskod/nc_teach/class_5_assessment/sounds_like_success_equitable_assessment.pdf

                                                                                                                                                                                                      • ‘A framework for equitable assessment’, in this article the authors address the fact that ‘teachers have many dilemmas when it comes to assessing a classroom of diverse students. Teachers need to find out what students really know while being fair to all students. They also need to learn how to alter assessments without watering down content’.  In response to this the authors describe ‘The Five Principles of Equitable Assessment’.

                                                                                                                                                                                                      4. Klenovsky, V. and Gertz, T. (2009) Culture fair assessment: addressing equity issues in the context of primary mathematics teaching and learning. Australian Research Council (ARC). Retrieved from: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1044&context=research_conference

                                                                                                                                                                                                      • ‘Culture fair assessment: addressing equity issues in the context of primary mathematics teaching and learning’, this article provides the background and context to the important issue of assessment and equity in relation to Indigenous students in Australia.  The authors highlight how teachers need to distinguish the ‘funds of knowledge’ that Indigenous students draw on and how teachers need to adopt culturally responsive pedagogy to open up the curriculum and assessment practice to allow for different ways of knowing and being.

                                                                                                                                                                                                      5. Colorin Colorado (n.d.) Using informal assessment for English language learners.  Retrieved from: http://www.colorincolorado.org/article/using-informal-assessments-english-language-learners

                                                                                                                                                                                                      • ‘Using informal assessment for English language learners’ is a review of many forms of informal assessments and about how informal assessments can provide a more well-rounded picture of their skills, abilities, and ongoing progress

                                                                                                                                                                                                      6. Abedi, J. (2006). Psychometric issues in the ELL assessment and special education eligibility. Teachers College Record, 108(11), 2282–2303. Retrieved from: http://www.ncaase.com/docs/Abedi_TCRE782_2006.pdf

                                                                                                                                                                                                      •  ‘Psychometric issues in the ELL assessment and special education eligibility’, is an article that discusses the impact of linguistic factors on assessment and the classification of ELL students.  The author states that the major threats to the validity  of classifying ELL students is the indistinct line between ELL students at the lower levels of English proficiency and students with learning disabilities.

                                                                                                                                                                                                      7. Carjuzaa, J., Ruff, W. (2016) American Indian English language learners: misunderstood and under-served. Cogent Education. Education Policy | Review Article.  Retrieved from: https://scholarworks.montana.edu/xmlui/bitstream/handle/1/12658/Ruff_CE_2016.pdf?sequence=1&isAllowed=y

                                                                                                                                                                                                      • ‘American Indian English language learners: misunderstood and under-served ‘, this article is about the complicated situation of  American Indian schoolchildren who do not necessarily speak their heritage languages; yet, their academic English skills are inadequate to support content mastery. Students whose first language is an American Indian language and who are learning English as a second language (ESL) are easier to identify as ELLs. Students who do not speak a heritage language but have not acquired academic English proficiency are harder to identify. This unique group of ELLs had their English acquisition framed by parents/grandparents or guardians themselves who were ELLs who did not fully acquire Standard English and currently speak and model a non-standard or non-academically proficient variety of English.

                                                                                                                                                                                                      8. Alrubail, R. (2016) Equity for English-language learners. Education Equity. EDUTOPIA.  Retrieved from: https://www.edutopia.org/blog/equity-for-english-language-learners-rusul-alrubail

                                                                                                                                                                                                      • ‘Equity for English-language learners’. In this article the author addresses and explains the need for equitable assessment practices.


                                                                                                                                                                                                      Course Requirements:

                                                                                                                                                                                                      Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                      Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                      Written Assignments & Assessment Forms
                                                                                                                                                                                                      Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                      Group Activities
                                                                                                                                                                                                      During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                      Reflective Portfolio Activities
                                                                                                                                                                                                      Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                      Research and Practice Portfolio
                                                                                                                                                                                                      Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                      • Reflective Portfolio Activities
                                                                                                                                                                                                      • Research
                                                                                                                                                                                                      • Teaching and Learning Resources

                                                                                                                                                                                                      Course Forum
                                                                                                                                                                                                      The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

                                                                                                                                                                                                      Course Policies:

                                                                                                                                                                                                      Grading Components and Weights
                                                                                                                                                                                                      Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                      Discussion Assignments  20%
                                                                                                                                                                                                      Written Assignments    30%
                                                                                                                                                                                                      Group Activity  25%
                                                                                                                                                                                                      Reflective Portfolio Activities  25%
                                                                                                                                                                                                      TOTAL 100%


                                                                                                                                                                                                      Grading Scale
                                                                                                                                                                                                      This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                      Letter Grade
                                                                                                                                                                                                      Grade Scale Grade Points
                                                                                                                                                                                                      A+ 98-100 4.00
                                                                                                                                                                                                      A 93-97 4.00
                                                                                                                                                                                                      A- 90-92 3.67
                                                                                                                                                                                                      B+ 88-89 3.33
                                                                                                                                                                                                      B 83-87 3.00
                                                                                                                                                                                                      B- 80-82 2.67
                                                                                                                                                                                                      C+ 78-79 2.33
                                                                                                                                                                                                      C 73-77 2.00
                                                                                                                                                                                                      C- 70-72 0.00
                                                                                                                                                                                                      D+ 68-69 0.00
                                                                                                                                                                                                      D 63-67 0.00
                                                                                                                                                                                                      D- 60-62 0.00
                                                                                                                                                                                                      F Under 60 0.00
                                                                                                                                                                                                      CR N/A N/A
                                                                                                                                                                                                      NC N/A N/A
                                                                                                                                                                                                      NF N/A N/A
                                                                                                                                                                                                      W N/A N/A


                                                                                                                                                                                                      Grade Appeal

                                                                                                                                                                                                      If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                      Participation
                                                                                                                                                                                                      Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                      • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                      • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                      • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                      • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                      Academic Honesty and Integrity
                                                                                                                                                                                                      When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                      Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                      Code of Conduct
                                                                                                                                                                                                      University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                      EDUC 5710 Understanding Barriers to Learning

                                                                                                                                                                                                      UoPeople logo


                                                                                                                                                                                                      EDUC 5710: Understanding Barriers to Learning


                                                                                                                                                                                                      Credits: 3

                                                                                                                                                                                                      Prerequisites: EDUC 5210, EDUC 5220, and EDUC 5240


                                                                                                                                                                                                      Course Description:  

                                                                                                                                                                                                      This course will consider the myriad of ways in which students in a single classroom can differ and how it can impede learning.  The characteristics and implications of physical and sensory disabilities and health impairments; cognitive, emotional and psychological differences; and racial/ethnic, gender, cultural, socio-economic and linguistic variability will be discussed.  External and internal forces driving instructional adaptation and their implications for teachers will be covered.


                                                                                                                                                                                                      Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                      • This course does not contain a main textbook; all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                      To access some of the resources, you must log into Moodle and go to Resources and then to the UoPeople Library and Resource Center. From there click Access to Library and Information Resource Network in order to get into LIRN. Once you are in LIRN, Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc.). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. 

                                                                                                                                                                                                      For more information on navigating the UoPeople Library resources review the Library and Information Resources Network (LIRN) and JSTOR instructional document. If you have any problems, please contact library@uopeople.edu. 


                                                                                                                                                                                                      Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                      Learning Objectives and Outcomes:

                                                                                                                                                                                                      By the end of this course students will be able to:

                                                                                                                                                                                                      1. Critically appraise the need for diversity, equity, and inclusion in a complex and contested environment.
                                                                                                                                                                                                      2.  Analyze the external and internal forces driving instructional adaptation for physical and sensory disabilities and health impairments and their implications for teachers.
                                                                                                                                                                                                      3. Analyze the external and internal forces driving instructional adaptation for racial/ethnic, cultural, socio-economic, linguistic and gender differences and their implications for teachers.
                                                                                                                                                                                                      4. Apply instructional adaptations tailored to students displaying behavioral, psychological, cognitive and/or academic difficulties and create opportunities for transformational change in instructional content and delivery in the classroom.
                                                                                                                                                                                                      5. Examine the concept of diversity and the differences between traditional classrooms vs diverse classrooms including the physical environment and emotional environment.

                                                                                                                                                                                                      Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                      Week 1: Unit 1 - Introduction to Diversity in the Classroom

                                                                                                                                                                                                      Week 2: Unit 2 - Physical and Sensory Impairments

                                                                                                                                                                                                      Week 3: Unit 3 - Instructional Adaptations for Physical and Sensory Impairments

                                                                                                                                                                                                      Week 4: Unit 4 - Cognitive, Psychological, and Emotional Differences 

                                                                                                                                                                                                      Week 5: Unit 5 - Instructional Adaptations for Cognitive, Psychological, and Emotional Differences

                                                                                                                                                                                                      Week 6: Unit 6 - Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic Diversity

                                                                                                                                                                                                      Week 7: Unit 7 - Instructional Adaptations for Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic Diversity

                                                                                                                                                                                                      Week 8: Unit 8 - Diversity in the Classroom


                                                                                                                                                                                                      Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                                                      Unit 1: Introduction to Diversity in the Classroom

                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                      • Complete the Portfolio Activity

                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                      1. The growing diversity in today’s classroom, Digital Promise Global, retrieved from
                                                                                                                                                                                                      http://digitalpromise.org/wp-content/uploads/2016/09/lps-growing_diversity_FINAL-1.pdf

                                                                                                                                                                                                      • ‘The growing diversity in today’s classroom’ is an article with data from the US.  It has relevant information for many aspects of this course.

                                                                                                                                                                                                      2. Pierre du Plessis and Tom Bisschoff, (2007) Diversity and complexity in the classroom: valuing racial and cultural diversity, Educational Research and Review Vol. 2 (9), pp. 245-254, September 2007 
                                                                                                                                                                                                      Available online at http://www.academicjournals.org/journal/ERR/article-full-text-pdf/89639A33699

                                                                                                                                                                                                      • ‘Diversity and complexity in the classroom: valuing racial and cultural diversity’, is an article on diversity and learning styles from South Africa.

                                                                                                                                                                                                      3. Rama Cousik (2015). Cultural and functional diversity in the elementary classroom: strategies for teachers. Journal of Multicultural Education.9 (2), 54-67. Emerald Group Publishing Limited.   Retrieved from: https://core.ac.uk/download/pdf/47231034.pdf

                                                                                                                                                                                                      • ‘Cultural and functional diversity in the elementary classroom’, is article with several strategies for teachers. 

                                                                                                                                                                                                      4. Garibay, Juan. (2014) Diversity in the classroom. UCLA Diversity and Faculty Development. UCLA, Los Angeles. Retrieved from: https://equity.ucla.edu/wp-content/uploads/2016/06/DiversityintheClassroom2014Web.pdf

                                                                                                                                                                                                      • ‘Diversity in the classroom’, even though this pamphlet addresses university faculty, it contains valuable information that can be applied to the K-12 context, especially with regards to the benefits of a diverse classroom.

                                                                                                                                                                                                      5. Hurtado, Sylvia (2001), Linking diversity and educational purpose: how diversity affects the classroom environment and student development, Diversity Challenged: Evidence on the Impact of Affirmative Action,Cambridge, Harvard Education Publishing Group. Retrieved from: https://files.eric.ed.gov/fulltext/ED456199.pdf

                                                                                                                                                                                                      • ‘Linking diversity and educational purpose’, examines how diversity affects the classroom environment and student development.

                                                                                                                                                                                                      6. Chambers Associate (2018) 10 diversity organizations and initiatives you should know about. Retrieved from: http://www.chambers-associate.com/where-to-start/commercial-awareness/10-diversity-organizations-and-initiatives-you-should-know-about

                                                                                                                                                                                                      • ‘10 diversity organizations and initiatives you should know about’, provides examples of diversity in the workplace

                                                                                                                                                                                                      Optional Videos

                                                                                                                                                                                                      In this unit, you will watch two videos.  One where teens express their thoughts about diversity. The other is about diversity in a classroom at a Houston, Texas high school.  In this second video, both girls and boys of different race/ethnicities and cultures sincerely express their difficulties at school.

                                                                                                                                                                                                      Unit 2: Physical and Sensory Impairments

                                                                                                                                                                                                      • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                      • Complete the Portfolio Activity

                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                      1. House with no Steps (2018) Types of disabilities. Retrieved from: https://www.hwns.com.au/Resource-centre/Types-of-disabilities/sensory-disability

                                                                                                                                                                                                      • The Australian website, ‘House with no Steps’ (below), has some basic and valuable information on disabilities and impairments.

                                                                                                                                                                                                      2. Australian Disability Clearinghouse on Education and Training (ADCET) (2018) Physical disability.  Retrieved from:
                                                                                                                                                                                                      https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/physical-disability/

                                                                                                                                                                                                      • ‘ADCET’ is another Australian website that has explicit descriptions on the impact of physical disabilities on students. When you are on this website please also read about the blind and visually impaired student, the deaf and hearing impaired student and students with other health conditions.

                                                                                                                                                                                                      4. Becker, S., Palladino, J. (2016).  Assessing faculty perspectives about teaching and working with students with disabilities. Journal of Postsecondary Education and Disability, 29(1), 65-82. Retrieved from https://files.eric.ed.gov/fulltext/EJ1107476.pdf

                                                                                                                                                                                                      • ‘Assessing faculty perspectives about teaching and working with students with disabilities’ provides insight into what teachers think about working students with disabilities.

                                                                                                                                                                                                      5. Algahtani, F. (2017) Teaching students with intellectual disabilities: Constructivism or behaviorism?,
                                                                                                                                                                                                      Educational Research and Reviews, Vol. 12(21), pp. 1031-1035.  Retrieved from: https://files.eric.ed.gov/fulltext/EJ1160452.pdf

                                                                                                                                                                                                      • Teaching students with intellectual disabilities: Constructivism or behaviorism’ is a critique of these approaches when implemented with students with intellectual disabilities.

                                                                                                                                                                                                      Optional Videos:

                                                                                                                                                                                                      1. Teaching students with visual impairments (2018) retrieved from https://www.youtube.com/watch?v=dPC_--R-Ma0

                                                                                                                                                                                                      2. Batrack, Natalie (2018) Assessment for the visually impaired. Retrieved from: https://www.youtube.com/watch?v=1Y12YNSNUuc

                                                                                                                                                                                                      3. . Holzrichter, R. (2015) Deaf and hard of hearing students in the classroom. Retrieved from: https://www.youtube.com/watch?v=JwWAHyD0f4w

                                                                                                                                                                                                      4. Millar, B.  (2017) Orthopedic impairments. Retrieved from https://www.youtube.com/watch?v=iS1xVynDI_s

                                                                                                                                                                                                      5. Selectivor. (2017) How to keep our classroom safe from food allergy.  Retrieved from: https://www.youtube.com/watch?v=io3LurW1pdA

                                                                                                                                                                                                      Unit 3: Instructional Adaptations for Physical and Sensory Impairments

                                                                                                                                                                                                      • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                      • Begin the Group Activity (Due Unit 6)

                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                      1. Venn, J. (1989) Students with Physical Disabilities and Health Impairments ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. ERIC Digest #459.  Retrieved from: https://www.ericdigests.org/pre-9213/health.htm

                                                                                                                                                                                                      • Students with Physical Disabilities and Health Impairments’ is an informative article about how physical disability or orthopedic impairment includes severe disabilities that adversely affect educational performance

                                                                                                                                                                                                       2. Heller, K., Swinehart-Jones, D. (2003) Supporting the educational needs of students with orthopedic impairments. Education and Related Services, v22 n1 p3-24 Fall 2003. ERIC. Retrieved from:  https://eric.ed.gov/?id=EJ678650

                                                                                                                                                                                                      •  Supporting the educational needs of students with orthopedic impairments’ provides information on orthopedic impairments and the unique knowledge and skills required to provide these students with an appropriate education. Information on current practice is provided, as well as training and technical assistance models that can be used to help provide teachers with the necessary training

                                                                                                                                                                                                      3. Shaw, S., et al. (2010). Responding to Students’ Chronic IllnessesPrincipal Leadership, 12. National Association of Secondary School Principals.   

                                                                                                                                                                                                      • This article is about students with chronic illnesses, such as asthma, cancer, insulin-dependent diabetes, HIV, cystic fibrosis, who are having a growing presence in schools and about their educational needs.

                                                                                                                                                                                                      4. Østensjø,S., et al, (2007) Everyday functioning in young children with cerebral palsy: functional skills, caregiver assistance, and modifications of the environment. Developmental Medicine & Child Neurology45: 603–612. Retrieved from: http://onlinelibrary.wiley.com/doi/10.1111/j.1469-8749.2003.tb00964.x/pdf

                                                                                                                                                                                                      • Everyday functioning in young children with cerebral palsy’ provides information on the functional skills of children with CP.

                                                                                                                                                                                                      5. Gebhardt, M., et al. (2015) General and special education teachers’ perceptions of teamwork in inclusive classrooms at elementary and secondary schools. Journal for Educational Research Online, Journal für Bildungsforschung Online Volume 7 (2015), No. 2, 129–146.  Retrieved from:
                                                                                                                                                                                                      https://www.pedocs.de/volltexte/2015/11493/pdf/JERO_2015_2_Gebhardt_et_al_General_and_special_education.pdf

                                                                                                                                                                                                      • This article examines secondary and elementary school teachers’ attitudes towards teamwork between general education and special education teachers in the classroom.

                                                                                                                                                                                                      6. Dev, Poona, (1997) Intrinsic motivation and academic achievement, what does their relationship imply for the classroom teacher?   Remedial and special education, Volume 18, Number 1, Pages 12-19.  Retrieved from:  https://pdfs.semanticscholar.org/f364/a526307f73cbf8bbc44622d22449dcd5a406.pdf

                                                                                                                                                                                                      • Intrinsic motivation and academic achievement’ examines the very important aspect of intrinsic motivation with students with learning disabilities.

                                                                                                                                                                                                      Videos

                                                                                                                                                                                                      1. The National Center for Learning Disabilities (NCLN), (2012, Aug. 30). What is an IEP?  Retrieved from: https://www.youtube.com/watch?v=q2XlAWcMAUk

                                                                                                                                                                                                      • This video explain the meaning and implementation of the Individual Educational Plan (IEP)

                                                                                                                                                                                                      2. Understood (2015, Oct. 27). What is an IEP?  Retrieved from: https://www.youtube.com/watch?v=tGYO9XWhI2Y

                                                                                                                                                                                                      • Modifications vs accommodations: difference and examples’, this video explains and clarifies the difference between modifications vs. accommodations and their respective use:
                                                                                                                                                                                                      3. Arella, F. (2017, Aug. 26). Modifications vs. Accommodations: Differences and Examples. Retrieved from: https://www.youtube.com/watch?v=X6rT2_fn4u0

                                                                                                                                                                                                      • This video talks about the importance of accommodations and how they differ from modifications (IEP):

                                                                                                                                                                                                      4. ECACorg (2016, Jan. 25). Accommodations and modifications for students with disabilities.  Retrieved from: https://www.youtube.com/watch?v=O0xdaCEqrU0&t=119s 

                                                                                                                                                                                                      • This video is about the implementation of modifications and accommodations:

                                                                                                                                                                                                      5. PBS News Hour (2010, Jun 9). Engaging students with learning disabilities early on. Retrieved from: https://www.youtube.com/watch?v=52sT5Euthg4

                                                                                                                                                                                                      Unit 4: Cognitive, Psychological, and Emotional Differences 

                                                                                                                                                                                                      • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                      • Continue to participate in the Group Activity
                                                                                                                                                                                                      • Complete the Portfolio Activity

                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                      1. Graetz, J., Sisson, L. (2016) Autism spectrum disorder in the classroom. Oakland University, Oakland, CA. Retrieved from http://wwwp.oakland.edu/Assets/Oakland/cetl/files-and-documents/PowerPoints/Winter2016Workshops/ASDintheClassroom.pdf

                                                                                                                                                                                                      • This is a manual for teachers about autism spectrum disorder in the classroom.  Pages 1-25 explains the characteristics of the disorder, pages 26-40 provides strategies for the classroom.

                                                                                                                                                                                                      2. Gabrieli, J. (2009). Dyslexia: A New Synergy between Education and Cognitive Neuroscience. Science,325(5938). 280-283. Retrieved from http://www.jstor.org/stable/20536638

                                                                                                                                                                                                      • This article discusses possible interventions at a young age to correct dyslexia and possible ways cognitive neuroscience can possibly prevent it.

                                                                                                                                                                                                      3. Alexander-Passe, N. (2006). How dyslexic teenagers cope: an investigation of self-esteem, coping and depression. DYSLEXIA 12. 256–275. Wiley InterScience Online DOI: 10.1002/dys.318.  Retrieved from  http://www.marklemessurier.com.au/main/workshops/teacher/articles/dyslexic%20teenagers%20coping.pdf

                                                                                                                                                                                                      • This article discusses the coping mechanisms of teenage students with dyslexia.

                                                                                                                                                                                                      4. Wilson, A. (n.d.). About dyscalculia. Retrieved from  http://www.aboutdyscalculia.org

                                                                                                                                                                                                      •  This website, authored by Dr. A Wilson provides information on dyscalculia, its definition, causes, symptoms, and diagnosis, and offers strategies for teachers.

                                                                                                                                                                                                      5. Juvenile Bipolar Research Foundation Website (n.d.) The educational issues of students with bipolar disorder.  Retrieved from http://www.bpchildresearch.org/edu_forums/issues.html

                                                                                                                                                                                                      •  This website has complete information on Juvenile Bipolar Disorder and how it manifests itself in the classroom

                                                                                                                                                                                                      6. Bipolar Children Website. (n.d.). Retrieved from  http://www.bpchildren.com/teachers

                                                                                                                                                                                                      •  This is another valuable information for teachers about how bipolar disorder affects a child in the classroom

                                                                                                                                                                                                      7. Campbell, J., et al. (2003). Changing student teachers’ attitudes towards disability and inclusion.  Journal of Intellectual & Developmental Disability, 8(4) 369-379. Retrieved from  https://eprints.qut.edu.au/4305/1/4305.pdf

                                                                                                                                                                                                      • In this article, the author analyzes how a study with teachers demonstrated that raising awareness of one disability may lead to changes in attitudes towards disability in general.

                                                                                                                                                                                                      Videos

                                                                                                                                                                                                      1. Glaeser, B., UCTV. (2012). Neurological Basis for learning disabilities: implication for educational practice.  Retrieved from https://www.youtube.com/watch?v=mYvCT85kOXk

                                                                                                                                                                                                      • In this video, Barbara Glaesar provides clear information for teachers about the neurological basis for learning disabilities

                                                                                                                                                                                                      2. Brighthighways. (2016). Dear Teacher: heartfelt advice for teachers from students with autism. Retrieved from https://www.youtube.com/watch?v=lTMLzXzgB_s 

                                                                                                                                                                                                      • In this video students with autism speak out to teachers about how they want to be treated.

                                                                                                                                                                                                      Unit 5: Instructional Adaptations for Cognitive, Psychological, and Emotional Differences

                                                                                                                                                                                                      • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                      • Continue to participate in the Group Activity
                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                      • Complete the Portfolio Activity

                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                      1. Larkey, Sue. (2006). Strategies for teaching students with autism spectrum disorder and other students with special needs. Learning Links. Retrieved from 
                                                                                                                                                                                                      http://www.hdesd.org/files/2015/06/A-LLIS-03_Autism-Strategies.pdf

                                                                                                                                                                                                      • Sue Larky has taught students with Autism Spectrum Disorder in a mainstream and in a Specialist Autism School in Australia. In Learning Links she provides many practical strategies for teachers for students with ASD.

                                                                                                                                                                                                      2. Purdie, N., et al. (2002). A review of the research on interventions for attention deficit hyperactivity disorder: what works best? Review of Educational Research, 72(1). 61-99. Academic Research Library. Retrieved from http://www.sfu.ca/~jcnesbit/EDUC220/ThinkPaper/PurdieHattie2002.pdf

                                                                                                                                                                                                      • This is a thorough review of ADHD and of the interventions for the disorder. It also demonstrates that the effects on educational outcomes were greater for educational interventions than for other types of intervention

                                                                                                                                                                                                      3. LD Online Website. (n.d.). The educator's guide to learning disabilities and ADHD. Retrieved from http://www.ldonline.org/ldbasics

                                                                                                                                                                                                      • This website is a significant source of information about and strategies for students with ADHD and learning disabilities in general.

                                                                                                                                                                                                      4. Michaelson, M.T. (2007). An overview of dyscalculia. The Australian Mathematics Teacher, 63(3), Retrieved from https://files.eric.ed.gov/fulltext/EJ776577.pdf

                                                                                                                                                                                                      • This paper defines dyscalculia; considers the origins of dyscalculia in psychological, biological, and pedagogical contexts; describes the criteria required to diagnose students with dyscalculia; and delineates practical methods and instructional designs that can be implemented in the classroom to address the specific learning needs of dyscalculic learners.

                                                                                                                                                                                                      5. McLoone, J., Hudson, J., & Rapee, R. (2006). Treating anxiety disorders in a school setting. Education and Treatment of Children, 29(2), 219-242. Retrieved from http://www.jstor.org/stable/42899883

                                                                                                                                                                                                      • To access this resource, you will need to free create an account. In response to recent work that identifies school is an important setting for both the treatment and prevention of anxiety in children, this article reviews three school-based programs to treat anxiety in the classroom.

                                                                                                                                                                                                      6. Sutherland, K. et al. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education 41(223). Semantic Scholar extracted view retrieved from
                                                                                                                                                                                                      https://pdfs.semanticscholar.org/7a19/2891bc5fc2e0eeaa4239c5fa8928abce2c88.pdf?_ga=2.112056332.903190876.1520472425-1545629052.1520472425

                                                                                                                                                                                                      • The authors detail ways whereby teacher instructional behaviors and classroom contexts may contribute to the relationship between learning and behavior problems of students with emotional and behavior problems (EBD).

                                                                                                                                                                                                      Videos

                                                                                                                                                                                                      1. ResearchAutism. (2013). Understanding autism: a guide for secondary school teachers (part 1). Retrieved from
                                                                                                                                                                                                      https://www.youtube.com/watch?v=4yAAOI6JUsM (18:33)

                                                                                                                                                                                                      • This video is designed to provide general education teachers with strategies for supporting their middle and high school students with autism.

                                                                                                                                                                                                      2. Reallookautism. (2011). Anxiety in school. Retrieved from https://www.youtube.com/watch?v=riS53sCbLfo(3:37)

                                                                                                                                                                                                      • This video shows a method to control anxiety in a third-grader.

                                                                                                                                                                                                      3. Numberphile. (2011). Dyscalculia. Retrieved from https://www.youtube.com/watch?v=p_Hqdqe84Uc(11:02)

                                                                                                                                                                                                      • This video is a down-to-earth conversation about dyscalculia

                                                                                                                                                                                                      4. Help with ADHA. (2011). ADHD in the classroom: management strategies and student supports. Retrieved from
                                                                                                                                                                                                      https://www.youtube.com/watch?v=1WzOAtR2hgk(1:06:04)

                                                                                                                                                                                                      • This video offers an solid information on classroom strategies and supports for students with ADHD

                                                                                                                                                                                                      5. Inideadha. (2011). ADHD Classroom Strategies. Retrieved from https://www.youtube.com/watch?v=Dd62-eL0JYI (6:28)

                                                                                                                                                                                                      • This video offers practical strategies for teachers for their ADHD students

                                                                                                                                                                                                      Unit 6: Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic Diversity

                                                                                                                                                                                                      • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                      • Complete the Group Activity 
                                                                                                                                                                                                      • Complete the Portfolio Activity

                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                      Socioeconomic Status (SES)

                                                                                                                                                                                                      1. Evans, W., Wolf, B., & Alder, N. (2012). The income health gradient. Focus, 30(1), 6-7. Retrieved from https://www.irp.wisc.edu/publications/focus/pdfs/foc301b.pdf

                                                                                                                                                                                                      • The authors analyze poverty’s impact on health. Of particular importance for this unit is: Research focused on children.

                                                                                                                                                                                                      2. Hackman, D., et al. (2010). Socioeconomic status and the brain: mechanistic insights from human and animal research. Nature Reviews: Neuroscience, 11. 651. Retrieved from https://neuroethics.upenn.edu/wp-content/uploads/2015/06/HackmanFarahMeaney2010NRN.pdf

                                                                                                                                                                                                      • The authors analyze how human brain development occurs within a socioeconomic context and childhood socioeconomic status (SSS) influences neural development — particularly of the systems that subserve language and executive function.

                                                                                                                                                                                                      Gender

                                                                                                                                                                                                      3. Coniglio, R. (n.d.) Why gender matters in the classroom, the differences between boys and girls.
                                                                                                                                                                                                      TeachHub.com. K-12 Teachers Alliance. Retrieved from: http://www.teachhub.com/why-gender-matters-classroom

                                                                                                                                                                                                      • This brief article points out the differences in characteristics and needs of boys and girls that are sometimes overlooked in elementary teacher training programs.

                                                                                                                                                                                                      4. Rudy, S. (2017). Responding to issues of sexual orientation and gender identity in school. Perspectives on Urban Education PennGSE. Retrieved from https://files.eric.ed.gov/fulltext/EJ1143312.pdf

                                                                                                                                                                                                      • This is a reflection by a high school teacher in Philadelphia about whether school systems are creating improved experiences for students as they navigate issues of Sexual Orientation, Gender Identity (SOGI) in the school environment.

                                                                                                                                                                                                      5. Ithaca College. (n.d.). Retrieved April 11, 2018, from https://www.ithaca.edu/wise/https://www.ithaca.edu/wise/

                                                                                                                                                                                                      • This is a website that provides information on sexual orientation and gender identity.

                                                                                                                                                                                                      Race/Ethnicity

                                                                                                                                                                                                      6. Juvonen, J. et al. (2006). Ethnic diversity and perceptions of safety in urban middle schools. Psychological Science, 17(5). Retrieved from http://stopyouthviolence.ucr.edu/pubs_by_topic/8.Ethnic%20diversity.pdf

                                                                                                                                                                                                      • This study reports that ethnic diversity is associated with feelings of safety and social satisfaction in school. Students felt safer, less harassed, and less lonely in more ethnically diverse contexts

                                                                                                                                                                                                      7. Benner, A. D., & Yan, N. (2015). Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School. Applied Developmental Science, 19(3), 127–138. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4633067/

                                                                                                                                                                                                      • Race/ethnic diversity and children’s development.

                                                                                                                                                                                                      Optional Videos:  

                                                                                                                                                                                                      1. Carter, Prudence. (2014). Why diversity is not enough to reach real integration in schools. TEDxStanford. Retrieved from
                                                                                                                                                                                                      https://www.youtube.com/watch?v=0QakBLcldTQ (12:59)

                                                                                                                                                                                                      2. Cummins, J. (2011). Implementing Multiliteracies Pedagogy within Multilingual School Communities. University of Ottawa, Canada. Retrieved from
                                                                                                                                                                                                      http://www.youtube.com/watch?v=YWKZWIdVQe4&feature=related (53:29)

                                                                                                                                                                                                      3. Dr. J. Cummins, a pioneer in multilingual schools, examines multiliteracies in Canada Schwarzer, D. et al. (2003). Fostering Multiliteracy in a Linguistically Diverse Classroom. National Council of Teachers of English. Retrieved from http://www.csun.edu/~bashforth/305_PDF/305_ME3/LanguageVarieties/LanguageVarities_LangArts/FosteringMultiliteracyMonolingualTeacher_LA_Jul2003.pdf

                                                                                                                                                                                                      • The purpose of this article is to describe the authors’ collaborative work within the multiliterate classroom and to provide some suggestions for mainstream teachers who are interested in supporting linguistic diversity.

                                                                                                                                                                                                       Unit 7: Instructional Adaptations for Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic Diversity

                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                      • Complete and submit the Written Assignment

                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                      Socio-Economic Status Diversity

                                                                                                                                                                                                      1. What should teachers understand in order to address student diversity in their classrooms? (n.d.). Retrieved from https://iris.peabody.vanderbilt.edu/module/div/cresource/q2/p06/

                                                                                                                                                                                                      • This page offers a clear explanation of the socio-economic diversity in a classroom and analysis of the need of low-income children.

                                                                                                                                                                                                      2. Devlin, M., et al. (2012). Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff. Australian Government Office for Learning and Teaching. Retrieved from http://www.lowses.edu.au/assets/Practical%20Advice%20for%20Teaching%20Staff.pdf

                                                                                                                                                                                                      • This report provides classroom strategies for low-income students.

                                                                                                                                                                                                      3. Koball, Heather, Jiang, Yang. (2018). Basic facts about low-income children: children under 18 years, 2016. National Center for Children in Poverty. Columbia University. Retrieved from http://www.nccp.org/publications/pub_1194.html

                                                                                                                                                                                                      • On this website you will find very current data on poverty in the United States and how poverty cuts across all races/ethnicities. Download the 10 page report, Basic Facts about Low Income Children.

                                                                                                                                                                                                      4. Izard, E. (2016). Teaching children from poverty and trauma. National Education Association (NEA). Retrieved from https://www.nea.org/assets/docs/20200_Poverty%20Handbook_flat.pdf

                                                                                                                                                                                                      • This report contains valuable information and strategies for teachers with low-income students

                                                                                                                                                                                                      Cultural/Linguistic Diversity

                                                                                                                                                                                                      5. Cummins, J., et al. (n.d.). ELL students speak for themselves: identity texts and literacy engagement in multilingual classrooms. Retrieved from http://www.curriculum.org/secretariat/files/ELLidentityTexts.pdf

                                                                                                                                                                                                      • This article analyzes the use of identity texts in the classroom.

                                                                                                                                                                                                      6. The Multiliteracies Project. (n.d.). Retrieved from http://multiliteraciesproject.com/

                                                                                                                                                                                                      • Website for resources for teachers in multilingual classrooms

                                                                                                                                                                                                      Gender Diversity

                                                                                                                                                                                                      7. Bonomo, V. (2010). Gender matters in elementary education. Educational Horizons. 257-264. Retrieved from https://files.eric.ed.gov/fulltext/EJ895692.pdf

                                                                                                                                                                                                      • The author analyzes in great detail the behavior characteristics and academic needs of boys and girls.

                                                                                                                                                                                                      8. Edmunds, C. (2016). Gender and sexuality diverse student inclusive practices: challenges facing educators. Journal of Initial Teacher Inquiry, 2. Retrieved from
                                                                                                                                                                                                      https://ir.canterbury.ac.nz/bitstream/handle/10092/12841/Edmunds%20Journal%20of%20Initial%20Teacher%20Inquiry_2016.pdf?sequence=1

                                                                                                                                                                                                      • The author examined the literature on gender and sexuality and the recommendation is that schools need to learn strategies to make GSD students feel safe, teachers need to learn how to integrate GSD topics into their curriculum and address GSD issues within the school, and students need to learn how to understand the gender and sexuality diverse environments in which they are growing up.

                                                                                                                                                                                                      Racial/Ethnic Diversity

                                                                                                                                                                                                      9. Rivera, D. (2013). How School Diversity, Peer-Relations, and Ethnic Identity Shape Ethnocultural Empathy Among Latino and Asian American Students. McNair Scholars Journal, (15)
                                                                                                                                                                                                      http://www.csus.edu/mcnair/_all-scholars-articles-photos-webpage/15_2013_2014/jounal_2013-14/dominic-rivera-mcnairjournal15-2013-14_single-page.pdf

                                                                                                                                                                                                      • This article is an example of how research of race and ethnicity is turning to the study of ethnocultural empathy. The author examines ethnic differences in school diversity; proportion of cross-race friendships; ethnic identity; and ethnocultural empathy.

                                                                                                                                                                                                      Unit 8: Diversity in the Classroom

                                                                                                                                                                                                      • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                      • Complete the Portfolio Activity
                                                                                                                                                                                                      • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                      1. Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry. 43(1), 48-70. The Ontario Institute for Studies in Education of the University of Toronto. Retrieved from https://www.wou.edu/~kaguzman11/curi12002.pdf

                                                                                                                                                                                                      • The author analyzes the need to restructure teacher attitudes and beliefs about cultural, ethnic, and racial diversity by centering culture and difference in the teaching process and establishing pedagogical connections between culturally responsive teaching and subjects and skills routinely taught in schools

                                                                                                                                                                                                      2. Williams, R. (n.d.). Effective diversity practices in the classroom. LGHS, 1-4. Retrieved from https://www.polk-fl.net/districtinfo/departments/humanresourceservices/documents/diversity_ReginaWilliams.pdf

                                                                                                                                                                                                      • The author is a high school teacher. She analyzes effective diversity practices from a teacher’s perspective.

                                                                                                                                                                                                      3. Ruggs, E. & Hebl, M. (2012) Diversity, inclusion, and cultural awareness for classroom and outreach education. In B. Bogue & E. Cady (Eds.). Apply Research to Practice (ARP) Resources,1-16. Retrieved from http://teach.ufl.edu/wp-content/uploads/2016/07/ARP_DiversityInclusionCulturalAwareness_Overview.pdf

                                                                                                                                                                                                      • The article is an in-depth analysis of diversity and existing barriers for minority students in the US.

                                                                                                                                                                                                      4. Howard, Gary (2007) As diversity grows, so must we. Educational Leadership, Volume 64 | Number 6: Responding to Changing Demographics Pages 16-22. Retrieved from http://www.pathway.hpschools.net/UserFiles/Servers/Server_107102/File/As%20Diversity%20Grows,%20So%20Must%20We.pdf

                                                                                                                                                                                                      • This article describes professional development activities in specific suburban school districts that are experiencing rapid growth in their proportions of students of color, culturally and linguistically diverse students, and students from low-income families. As the author has worked with these districts, he has identified five phases of professional development that help transform school staffs to meet the challenge of changing demographics: (1) building trust; (2) engaging personal culture; (3) confronting issues of social dominance and social justice; (4) transforming instructional practices; and (5) engaging the entire school community.

                                                                                                                                                                                                      5. Alsubaie, Merfat Ayesh (2015) Examples of current issues in the multicultural classroom. Journal of Education and Practice, 6(10) 86-89, Retrieved from https://files.eric.ed.gov/fulltext/EJ1081654.pdf

                                                                                                                                                                                                      • The author analyzes how classrooms are becoming increasingly multicultural, and this leads to new challenges for teachers.

                                                                                                                                                                                                      6. Miguel, E. (2004). Tribe or nation? Nation building and public goods in Kenya versus Tanzania. Retrieved from http://emiguel.econ.berkeley.edu/assets/assets/miguel_research/47/_Paper__Tribe_or_Nation_-_Nation_Building_and_Public_Goods_in_Kenya_versus_Tanzania.pdf

                                                                                                                                                                                                      • This article examines how central government nation-building policies affect interethnic cooperation, by comparing the relationship between local ethnic diversity and public goods across two nearby rural districts, one in western Kenya and one in western Tanzania, using colonial-era national boundary placement as a "natural experiment."

                                                                                                                                                                                                      7. Jackson, R. (2017). Policy, research, and practice for ‘inclusive’ religious education. Presentation of a Council of Europe Project. Journal of Humanities and Social Science Education Nordidactica, 3, 111-115.. Retrieved from https://www.diva-portal.org/smash/get/diva2:1145344/FULLTEXT01.pdf

                                                                                                                                                                                                      • This short article explains the Council of Europe Project’s aims to extend well beyond increasing tolerance of religious and non-religious diversity. As the Project proposal notes, adding the dimension of religion ‘…requires revisiting and updating the concept of intercultural education in general, to ensure that all education contributes harmoniously to the four pillars of education for the twenty-first century outlined in the Delors Report’ (Council of Europe 2003). These are: learning to know, learning to do, learning to live together and learning to be (UNESCO 1996).

                                                                                                                                                                                                      Optional Video

                                                                                                                                                                                                      1. Fox 26 Report(2015). Diversity in the classroom, Houston, The New Face of America, retrieved from https://www.youtube.com/watch?v=YEw0Rv5cmzc

                                                                                                                                                                                                      •  In this video, high school students express their thoughts about the challenges of being in a very diverse school environment.


                                                                                                                                                                                                      Course Requirements:

                                                                                                                                                                                                      Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                      Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                      Written Assignments & Assessment Forms
                                                                                                                                                                                                      Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                      Group Activities
                                                                                                                                                                                                      During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                      Portfolio Activities
                                                                                                                                                                                                      Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                      The Research and Practice Portfolio
                                                                                                                                                                                                      Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                      • Reflective Portfolio Activities
                                                                                                                                                                                                      • Research
                                                                                                                                                                                                      • Teaching and Learning Resources

                                                                                                                                                                                                      Course Forum
                                                                                                                                                                                                      The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                      Course Policies:

                                                                                                                                                                                                      Grading Components and Weights
                                                                                                                                                                                                      Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                      Discussion Assignments  20%
                                                                                                                                                                                                      Written Assignments    25%
                                                                                                                                                                                                      Group Activity  30%
                                                                                                                                                                                                      Reflective Portfolio Activities  25%
                                                                                                                                                                                                      TOTAL 100%


                                                                                                                                                                                                      Grading Scale
                                                                                                                                                                                                      This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                      Letter Grade
                                                                                                                                                                                                      Grade Scale Grade Points
                                                                                                                                                                                                      A+ 98-100 4.00
                                                                                                                                                                                                      A 93-97 4.00
                                                                                                                                                                                                      A- 90-92 3.67
                                                                                                                                                                                                      B+ 88-89 3.33
                                                                                                                                                                                                      B 83-87 3.00
                                                                                                                                                                                                      B- 80-82 2.67
                                                                                                                                                                                                      C+ 78-79 2.33
                                                                                                                                                                                                      C 73-77 2.00
                                                                                                                                                                                                      C- 70-72 0.00
                                                                                                                                                                                                      D+ 68-69 0.00
                                                                                                                                                                                                      D 63-67 0.00
                                                                                                                                                                                                      D- 60-62 0.00
                                                                                                                                                                                                      F Under 60 0.00
                                                                                                                                                                                                      CR N/A N/A
                                                                                                                                                                                                      NC N/A N/A
                                                                                                                                                                                                      NF N/A N/A
                                                                                                                                                                                                      W N/A N/A


                                                                                                                                                                                                      Grade Appeal

                                                                                                                                                                                                      If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                      Participation
                                                                                                                                                                                                      Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                      • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                      • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                      • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                      • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                      Academic Honesty and Integrity
                                                                                                                                                                                                      When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                      Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                      Code of Conduct
                                                                                                                                                                                                      University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                      EDUC 5711 Teaching for Diverse and Inclusive Classrooms

                                                                                                                                                                                                      UoPeople logo


                                                                                                                                                                                                      EDUC 5711: Teaching for Diverse and Inclusive Classrooms


                                                                                                                                                                                                      Credits: 3

                                                                                                                                                                                                      Prerequisites:  EDUC 5210, EDUC 5220, and EDUC 5240


                                                                                                                                                                                                      Course Description: This course will focus on creating an equitable learning environment that sensitively approaches differences.  Emphasis will be on considering decisions about curriculum, instructional materials, learning activities, and student groupings in the multicultural, multilingual classroom.  The use of adaptive technology, learning analytics and personalized learning, compensatory and remedial methods, and inquiry-based procedures to teach content to students with academic and/or behavioral difficulties will be discussed.


                                                                                                                                                                                                      Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                      • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                      To access some of the learning resources, you must log into Moodle and go to Resources and then to the UoPeople Library and Resource Center. From there click Access to Library and Information Resource Network in order to get into LIRN. Once you are in LIRN, Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc.). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. 

                                                                                                                                                                                                      For more information on navigating the UoPeople Library resources review the Library and Information Resources Network (LIRN) and JSTOR instructional document. If you have any problems, please contact library@uopeople.edu.  


                                                                                                                                                                                                      Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                      Learning Objectives and Outcomes:

                                                                                                                                                                                                      By the end of this course students will be able to:

                                                                                                                                                                                                      1. Utilize and apply cultural theory concepts to educational institutions to ensure equitable access to learning environments and inclusive practices.
                                                                                                                                                                                                      2. Design and adapt curriculum components and instructional settings in the multicultural, multilingual learning environment to promote and enhance cultural awareness and sensitivity.
                                                                                                                                                                                                      3. Develop and implement technology-enhanced learning opportunities, in consideration of the individual needs of each student, to include adaptive and assistive technologies.
                                                                                                                                                                                                      4. Assess and analyze learner needs in diverse and inclusive settings through inquiry-based procedures to teach content and optimize learning.
                                                                                                                                                                                                      5. Apply research of differentiated instructional theories to facilitate inclusive education and support of cultural differences and academic and/or behavioral needs.

                                                                                                                                                                                                      Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                      Week 1: Unit 1 - Components of Diverse and Inclusive Classrooms

                                                                                                                                                                                                      Week 2: Unit 2 - Organizing Instruction of Diverse Students

                                                                                                                                                                                                      Week 3: Unit 3 - Curriculum for Diverse and Inclusive Settings

                                                                                                                                                                                                      Week 4: Unit 4 - Instructional Approaches for Diverse and Inclusive Settings

                                                                                                                                                                                                      Week 5: Unit 5 - Creating Lesson Plans for Diverse and Inclusive Settings

                                                                                                                                                                                                      Week 6: Unit 6 - Adaptations and Groupings for Diverse Learners

                                                                                                                                                                                                      Week 7: Unit 7 - Adaptive/Assistive Technology & Compensatory/Remediated Instruction 

                                                                                                                                                                                                      Week 8: Unit 8 - Learner Analytics for Personalized Learning 


                                                                                                                                                                                                      Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                                                      Unit 1: Components of Diverse and Inclusive Classrooms

                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                      • Complete the Portfolio Activity

                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                      1. Adams, D., Harris, A., & Jones, M.S. (2016). Teacher-parent collaboration for an inclusive classroom: Success for every child. Malaysian Online Journal of Educational Sciences, 4(3), 58-71. Retrieved from ERIC through LIRN.

                                                                                                                                                                                                      • This peer-reviewed journal article presents an outline of study results focused upon the collaborative efforts of parents and teachers in schools with inclusive education.

                                                                                                                                                                                                      2. Anderson, A. (2018). 7 ways to create an inclusive classroom environment. Association for Supervision and Curriculum Development (ASCD). Retrieved from http://inservice.ascd.org/7-ways-to-create-an-inclusive-classroom-environment/

                                                                                                                                                                                                      • This educational resource reviews various methods and ways for an educator to implement and create inclusive academic settings. (This would be a good resource to include in your portfolios.) Links to supporting documents, resources, and articles are included.

                                                                                                                                                                                                      3. Avcioglu, H. (2017). Classroom teachers' behaviors and peers' acceptance of students in inclusive classrooms. Educational Sciences: Theory and Practice, 17(2), 463-492. Retrieved from ERIC through LIRN.

                                                                                                                                                                                                      • This qualitative research study focused on information related to how teachers inclusive classroom settings react towards students with disabilities in their classrooms. Peer acceptance rates in inclusive settings is also reviewed.

                                                                                                                                                                                                      4. Bray, W.S. (2005). Supporting diverse learners: Teacher collaboration in an inclusive classroom. Teaching Children Mathematics, 11(6), 324-329. Retrieved from JSTOR.

                                                                                                                                                                                                      • This article explores teacher reflections on the expectation of all learners to be successful in math content, no matter their background or learning level. NCTM principles are used for discussion and equity education access for all students.

                                                                                                                                                                                                      5. Castro, A., Germain, E., & Gooden, M. (2018). Increasing diversity in K-12 school leadership. Policy Brief 2018-3. Retrieved from ERIC through LIRN.

                                                                                                                                                                                                      • This policy brief resource discussed how K-12 school leadership does not represent the diversity of school populations and how to incorporate overall changes.

                                                                                                                                                                                                      6. Hill, M. (2017). Creating the culturally diverse classroom. Association for Supervision and Curriculum Development (ASCD). Retrieved from http://inservice.ascd.org/creating-the-culturally-diverse-classroom/

                                                                                                                                                                                                      • This resource is an online inservice development guide from ASCD. The article provides a first-hand account and ideas to create an environment that is culturally responsive to all students.

                                                                                                                                                                                                      7. Inclusive Schools Network. (2015). Together we learn better: Inclusive schools benefit all children. Retrieved from https://inclusiveschools.org/together-we-learn-better-inclusive-schools-benefit-all-children/

                                                                                                                                                                                                      • This resource discusses components of a differentiated school environment and defines an inclusive environment for diverse learners.

                                                                                                                                                                                                      8. Juvonen, J., Nishina, A., & Graham, S. (2006). Ethnic diversity and perceptions of safety in urban middle schools. Psychological Science, 17(5), 393-400. Retrieved from JSTOR.

                                                                                                                                                                                                      • This journal article resource review student perceptions from 11 urban middle schools that have varied ethnic diversity. An interesting find in this research study presented that is supportive of inclusive and diverse educational environments is that safety in diverse settings.

                                                                                                                                                                                                      9. K12 Academics. (n.d.) Inclusion Classroom. Retrieved from https://www.k12academics.com/educational-philosophy/inclusion-classroom

                                                                                                                                                                                                      • This resource reviews needed principle and practice guidelines for creating an inclusive classroom environment.

                                                                                                                                                                                                      10. Lee, G. (2018). The benefits of racial diversity in the classroom. Think Inclusive. Retrieved from https://www.thinkinclusive.us/benefits-racial-diversity-classroom/

                                                                                                                                                                                                      • This article reviews how diversity in classrooms can foster higher academic achievement and better collaboration among all students.

                                                                                                                                                                                                      11. Mohan, P. (2010). Learning in inclusive schools. Economic and Political Weekly, 45(46), 16-18. Retrieved from JSTOR.

                                                                                                                                                                                                      • This resource provides a first-hand account from a teacher in an inclusive environment as the educator shares the move to an inclusive classroom setting and how it has changed student perceptions and participation.

                                                                                                                                                                                                      12. Mwangi, M. (2012). 5 benefits of diversity in a 21st-century classroom. Tides Inc. Retrieved from http://www.tidesinc.org/2012/09/30/5-benefits-of-diversity-in-a-21st-century-classroom/

                                                                                                                                                                                                      • This resource discusses the role of diversity as being more involved than just having students of different races in a school. (Please note the use of people first language.) Further discussion involves how a school environment can provide diversity and inclusion through proper planning that encourages communication and collaboration among all students.

                                                                                                                                                                                                      13. National Education Association (NEA) (n.d.). Diversity toolkit introduction. Retrieved from http://www.nea.org/tools/diversity-toolkit-introduction.html

                                                                                                                                                                                                      • This toolkit was created by the NEA to present the main issues regarding diversity established by the NEA and strategies to address diversity issues.

                                                                                                                                                                                                      14. Seltzer, R., Frazier, M., & Ricks, I. (1995). Multiculturalism, race, and education. The Journal of Negro Education, 64(2), 124-140. Retrieved from JSTOR.

                                                                                                                                                                                                      • This peer-reviewed article offers insight into issues related to multiculturalism. Reading focus centers on interracial interactions, oppositions to multicultural and diverse classrooms, and some issues related to the implementation of a diverse educational setting.

                                                                                                                                                                                                      15. Stewart, M.M., Crary, M., & Humberd, B.K. (2008). Teaching value in diversity: On the folly of espousing inclusion, while practicing exclusion. Academy of Management & Learning, 7(3), 374-386. Retrieved from JSTOR.

                                                                                                                                                                                                      • This peer-reviewed journal article reviews common practices related to teaching diversity and teaching inclusion. Strategies for inclusive and diverse settings are reviewed.

                                                                                                                                                                                                      16. University of Arizona. (n.d.). Creating Inclusive Learning Environments. Retrieved from http://live-uarizona-diversity.pantheon.arizona.edu/sites/default/files/creating_inclusive_learning_environments._a_project_of_sap_di_and_oie.pdf

                                                                                                                                                                                                      • This resource provides an exhaustive series of explanations and lists relate to creating an inclusive learning environments related to several levels of education. This resource has some items related to higher education learning, but many of the concepts covered and listed are relevant to the K-12 educational settings.

                                                                                                                                                                                                      Optional Video

                                                                                                                                                                                                      Schwartz, I. (2015). The power of inclusive education. TEDxEastsidePrep. Retrieved from https://www.youtube.com/watch?v=ZIPsPRaZP6M

                                                                                                                                                                                                      • This video is a TedTalk on the classroom as a complex environment that needs management and planning to be an inclusive setting.

                                                                                                                                                                                                      Unit 2: Organizing Instruction of Diverse Students

                                                                                                                                                                                                      • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                      • Complete the Portfolio Activity

                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                      1. Bray, W. (2005). Supporting diverse learners: Teacher collaboration in an inclusive environment. Teaching Children Mathematics, 11(6), 324-329. Retrieved from JSTOR.

                                                                                                                                                                                                      • This article reviews challenges to and methods to overcome obstacles to inclusive environments for diverse students. Flexible student grouping and academic learning choices for students are reviewed.

                                                                                                                                                                                                      2. Flores, R.P., Monroy, G.V., Fabela, A.M.R. (2015). Compensatory policies attending equality and inequality in Mexico educational practice among vulnerable groups in higher education. Journal of Education and Learning, 4(4), 53-63. Retrieved from https://files.eric.ed.gov/fulltext/EJ1097791.pdf

                                                                                                                                                                                                      • This resource presents a discussion of how social inequality exists in accessing higher education among lower socioeconomic groups and diverse populations in Mexico. 

                                                                                                                                                                                                      3. Howard, E. R., & Christian, D. (2002). Two-way immersion 101: Designing and implementing a two-way immersion education program at the elementary level. Santa Cruz, CA: Center for Research, Diversity, and Excellence, University of California, Santa Cruz. Retrieved from https://files.eric.ed.gov/fulltext/ED473082.pdf

                                                                                                                                                                                                      • This resource introduces an innovative instructional approach for integrating native English speakers and non-native English speakers in inclusive classrooms. Concepts of planning and content design to meet diverse student needs are discussed.

                                                                                                                                                                                                      4. McFarland-McDaniels, M. (n.d.). How to organize a classroom for diverse learners. Classroom. Retrieved from https://classroom.synonym.com/organize-classroom-diverse-learners-8235933.html

                                                                                                                                                                                                      • This online resource discusses how a teacher can organize a classroom to meet diverse learning needs. Means of identifying student learning needs are presented. Creating classroom environments that are adapted to student needs and differentiated learning centers are reviewed.

                                                                                                                                                                                                        5. Stanford, B. & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit framework, and Universal Design for Learning. TEACHING Exceptional Children Plus, 5(6), 1-9. Retrieved from ERIC.

                                                                                                                                                                                                        • This resource reviews how the traditional classroom environment does not always work well with diverse learners. Aspects of differentiated instruction retrofit framework and Universal Design for Learning are introduced. The article offers vignettes for learning application.

                                                                                                                                                                                                        6. Taylor, B.K. (2015). Content, process, and product: Modeling differentiated instruction. Kappa Delta Pi Record, 51(1), 13-17. Retrieved from ERIC.

                                                                                                                                                                                                        • This resource discussed how differentiated instruction is an instructional strategy to meet the meets of diverse learners through their unique needs, interests, and learning styles. The focus of the article is how preservice teachers can learn to incorporate differentiated instruction by adapting content, process, and products of instruction.

                                                                                                                                                                                                        7. Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction and Understanding by Design: Connecting content and kids. Association for Supervision and Curriculum Development. Retrieved from https://chca-oh.instructure.com/files/3649/download?download_frd=1

                                                                                                                                                                                                        • Read Chapter 1. This resource provides an in-depth look at how an educator can combine elements of differentiated instruction and Understanding by Design to create and maintain an inclusive academic environment. The article reviews how to adapt learning materials to respond to student learning levels and styles. Combination of different learning techniques is discussed.

                                                                                                                                                                                                        Optional Videos
                                                                                                                                                                                                        1. Halverson, H. (2012). Educational innovation at UW-Madison: The "Backward Design" framework. Retrieved from https://www.youtube.com/watch?v=cveylXCpUmw

                                                                                                                                                                                                        • This video resource discusses how to identify learning goals for students while working to teach what is needed. Halverson discusses how to redesign and adapt curricula components through "backward design" framework to meet student needs.

                                                                                                                                                                                                        2. Harte, H. (2015). UDL at a glance. TED-Ed. Retrieved from https://ed.ted.com/on/BvQYgiBX

                                                                                                                                                                                                        • This video explains Universal Design for Learning and aspects of UDL to implement to create inclusive environments.

                                                                                                                                                                                                        Unit 3: Curriculum for Diverse and Inclusive Settings

                                                                                                                                                                                                        • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                        • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                        • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                        • Complete and submit the Written Assignment
                                                                                                                                                                                                        • Begin and participate in the Group Activity (Due Unit 6)
                                                                                                                                                                                                        • Complete the Portfolio Activity

                                                                                                                                                                                                        Reading Assignment

                                                                                                                                                                                                        1. Ainscow, M. & Sandill, A. (2010). Developing inclusive education systems: The role of organizational cultures and leadership. International Journal of Inclusive Education, 14(4), 401-416. Retrieved from Google Scholar.

                                                                                                                                                                                                        ● This resource discusses how inclusive education programming for all students in the environment can be a challenge for teachers. The paper reviews how some organizational changes can occur in inclusive environment to foster learning practices for diverse populations throughout the entire educational system. 

                                                                                                                                                                                                        2. Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. Modern Language Journal, 89(4) 585-592. Retrieved from JSTOR.

                                                                                                                                                                                                        ● This resource reviews how some curricula of mainstream classrooms and relates resources that can be utilized to activate student learning. The discussion is related to bilingual student instruction in public schools and academic achievement. 

                                                                                                                                                                                                        3. Devlin, M., & McKay, J. (2014). Reframing ‘the problem’: Students from low socio-economic status backgrounds transitioning to university. In Brook H., Fergie D., Maeorg M., & Michell D. (Eds.), Universities in Transition: Foregrounding Social Contexts of Knowledge in the First Year Experience (pp. 97-126). South Australia: University of Adelaide Press. Retrieved from http://www.jstor.org/stable/10.20851/j.ctt1t304xh.8

                                                                                                                                                                                                        ● This book chapter discusses how students of lower socioeconomic backgrounds need more when leaving the secondary setting to go to college. One component heavily reviewed in his chapter is the approach of the importance of teaching and academic framing to assist the student of lower socioeconomic backgrounds in experience academic success. 

                                                                                                                                                                                                        4. Enet, E. (2004). Learning from difference: An action research guide for capturing the experience of developing inclusive education. Manchester, UK: University of Manchester. Retrieved from https://www.eenet.org.uk/resources/docs/Learning%20from%20Difference%20Guidelines.pdf

                                                                                                                                                                                                        The main focus should be on pages 18-33. This online resource is an action guide to develop inclusive education. Framework diagrams are provided for educator use. Activities and ideas to adapt curriculum are reviewed. 

                                                                                                                                                                                                        5. Florian, L., Young, K., Rouse, M. (2010). Preparing teachers for inclusive and diverse educational environments: Studying curricular reform in an initial teacher education course. International Journal of Inclusive Education, 14(7), 709-722. Retrieved from ERIC.

                                                                                                                                                                                                        ● This journal article is a great resource. It identifies key concepts associated with inclusive education and discusses them in relation to issues in the education reform from the perspective of teacher training. One point of interest in this article is how to work to achieve educational equity in an inclusive setting. 

                                                                                                                                                                                                        6. Keyes, C.S., Puzio, K., Jiménez, R.T. (2014). Collaborative translations: Designing bilingual instructional tools. Journal of Education, 194(2), 17-24. Retrieved from ERIC. 

                                                                                                                                                                                                        ● This resource discussed how the role of collaboration and multilingual literacy through the integration of 21st-century skills can be used to adapt curriculum for students of diverse backgrounds. 

                                                                                                                                                                                                        7. Opertti, R. & Brady, J. (2011). Developing inclusive teachers from an inclusive curricular perspective. Prospects: Quarterly Review of Comparative Education, 41(3), 459-472. Retrieved from ERIC.

                                                                                                                                                                                                        ● This resource discusses the “Education for All” agenda related to inclusive curricula. Considerations educators need to make are outlined for an inclusive curriculum. 

                                                                                                                                                                                                        8. Ronan, B. (2018). Standards-based technology integration for emergent bilinguals. Multicultural Education. Retrieved from Gale database in LIRN. Search for the title of this article in the Gale database.

                                                                                                                                                                                                        ● This article concentrates on the challenge of a standards-based framework with technology integration for emergent bilingual students. How to adapt a standards-based framework with technology to meet diverse student learning needs is discussed. This article also has activity suggestions to assist teachers in adapting, designing, and planning lessons for a multicultural student population.

                                                                                                                                                                                                        9. Terzi, L. (2014). Reframing inclusive education: Educational equality as capability equality. Cambridge Journal of Education, 1-15. Retrieved from https://www.researchgate.net/publication/268284133_Reframing_inclusive_education_educational_equality_as_capability_equality 

                                                                                                                                                                                                        ● This paper seeks to encourage educators to think about how inclusive education effects and allows educational equity for diverse learners. Rethinking how schools systems are set up and are carried forth are discussed in terms of curriculum, teaching, and learning strategies. 

                                                                                                                                                                                                        Unit 4: Instructional Approaches for Diverse and Inclusive Settings

                                                                                                                                                                                                        • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                        • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                        • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                        • Complete and submit the Written Assignment
                                                                                                                                                                                                        • Continue to participate in the Group Activity
                                                                                                                                                                                                        • Complete the Portfolio Activity

                                                                                                                                                                                                        Reading Assignment

                                                                                                                                                                                                        1. Cullen, K.A. (2016). Culturally responsive disciplinary literacy strategies instruction. In K. Munger (Ed.), in Steps to success: Crossing the bridge between literacy research and practice (chapter 12). United States, SUNY Online. Retrieved from https://textbooks.opensuny.org/steps-to-success/ 

                                                                                                                                                                                                        • Read chapter 12 of this textbook. The end of the chapter is of particular focus on how to apply culturally responsive teaching practices.

                                                                                                                                                                                                        2. Ebersole, M., Kanahele-Mossman, H., & Kawakami, A. (2016). Culturally responsive teaching: Examining teachers’ understandings and perspectives. Journal of Education and Training Studies, 4(2), 97-104. Retrieved from https://files.eric.ed.gov/fulltext/EJ1080851.pdf

                                                                                                                                                                                                        • This research study reviews a course related to ethnicity and education and how teachers perceive culturally responsive teaching. Culturally responsive teaching was recognized to be about conceptualizing culture and enhancing teaching activities.

                                                                                                                                                                                                        3. Fennell, F. (2007). Curriculum focal points: What's your focus and why? Teaching Children Mathematics, 14(5), 315–316. Retrieved from https://www.jstor.org/stable/pdf/41199914.pdf?refreqid=search%3Ae83a09b7683ee625fa024eba70221e8f

                                                                                                                                                                                                        • The article helps the educator to focus on what is important in the classroom. Content is centered on defining what differentiated instruction is and the challenges that can occur with differentiated instruction. Practical methods to deal with challenges and create tasks for diverse academic need groups that are meaningful are discussed.

                                                                                                                                                                                                        4. Ginsberg, M.B. & Wlodkowski, R.J. (2009). Diversity & motivation: Culturally responsive teaching in college (2nd ed.). San Francisco, CA: Jossey-Bass. Retrieved from https://books.google.com/books/about/Diversity_and_Motivation.html?id=_wDcBgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q=facilitating%20equitable&f=false

                                                                                                                                                                                                        • Review and read Resource E: Facilitating equitable discussions within a multicultural classroom. This book responds to how to consistently support students across diverse student groups. There are many resources available at the end of the book which would benefit an inclusive setting.

                                                                                                                                                                                                        5. Katz, J. & Sokal, L. (2016). Universal Design for Learning as a bridge to inclusion: A qualitative report of student voices. International Journal of Whole Schooling, 12(2), 36-63. Retrieved from https://files.eric.ed.gov/fulltext/EJ1118092.pdf

                                                                                                                                                                                                        • This resource is a qualitative report in which the practice of inclusive education is examined from the perspective of the students involved in the learning processes. Focus is centered on how educators can be mindful of the effects of inclusive practices on students.

                                                                                                                                                                                                          6. Ohio State University. (2017). What is Inclusive Teaching? University Center for the Advancement of Teaching. Retrieved from https://ucat.osu.edu/inclusive-teaching/what-is-inclusive-teaching/

                                                                                                                                                                                                          • This resource discusses inclusive teaching practices as a range of approaches to teaching that ensures diverse needs and backgrounds of students are met in the learning environment. Inclusive teaching principles are reviewed.

                                                                                                                                                                                                          7. Samuels, A. (2018). Exploring culturally responsive pedagogy: Teachers' perspectives on fostering equitable and inclusive classrooms. SRATE Journal, 27(1), 22-30. Retrieved from https://files.eric.ed.gov/fulltext/EJ1166706.pdf

                                                                                                                                                                                                          • This article discusses educator perspectives on culturally responsive pedagogy. Strategies for use in the K-12 setting are reviewed.

                                                                                                                                                                                                          8. Stanford, B. & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit framework, and Universal Design for Learning. TEACHING Exceptional Children Plus, 5(6), 1-9. Retrieved from ERIC.

                                                                                                                                                                                                          • This resource reviews how the traditional classroom environment does not always work well with diverse learners. Aspects of differentiated instruction retrofit framework, and Universal Design for Learning are introduced. The article offers vignettes for learning application.

                                                                                                                                                                                                          9. Taylor, B.K. (2015). Content, process, and product: Modeling differentiated instruction. Kappa Delta Pi Record, 51(1), 13-17. Retrieved from ERIC.

                                                                                                                                                                                                          • This resource discussed how differentiated instruction is an instructional strategy to meet the meets of diverse learners through their unique needs, interests, and learning styles. Focus of the article is how preservice teachers can learn to incorporate differentiated instruction through adapting content, process, and products of instruction.

                                                                                                                                                                                                            Infographics
                                                                                                                                                                                                            1. Association for the Supervision of Curriculum Development (ASCD). (2015). What is (and is not) differentiated instruction? Retrieved from 
                                                                                                                                                                                                            http://www.ascd.org/ASCD/pdf/siteASCD/publications/Differentiation_Is-IsNot_infographic.pdf

                                                                                                                                                                                                            • This infographic resource is created to define the components of differentiated instruction. Concepts that are often confused for being differentiated instruction are reviewed.

                                                                                                                                                                                                            Optional Videos

                                                                                                                                                                                                            1. Bennett-Alexander, D. (2015). Practical Diversity: Taking Inclusion from Theory to Practice. TEDxUGA. Retrieved from https://youtu.be/ExcDNly1DbI. (16:52)

                                                                                                                                                                                                            • This video resource from TEDTalks discusses how inclusion, in theory, can be applied to practice. Educators can use this resource to assist in identifying personal bias(es) of their own perceptions to use to eliminate discrimination in practice.

                                                                                                                                                                                                            2. Vanderbilt University. (2017). Understanding by Design. Retrieved from https://www.youtube.com/watch?v=4isSHf3SBuQ (10:51)

                                                                                                                                                                                                            • In this video resource, Educator Grant Wiggins discusses the instruction model of Understanding by Design (UbD). Discussion is focused on how to improve student achievement, clarify learning goals, create assessments for true student comprehension of instructional concepts, and generate effective learning activities.

                                                                                                                                                                                                            Unit 5: Creating Lesson Plans for Diverse and Inclusive Settings

                                                                                                                                                                                                            • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                            • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                            • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                            • Continue to participate in the Group Activity
                                                                                                                                                                                                            • Complete and submit the Written Assignment
                                                                                                                                                                                                            • Complete the Portfolio Activity

                                                                                                                                                                                                            Reading Assignment

                                                                                                                                                                                                            1. Brewer, D., Augustine, C., Zellman, G., Ryan, G., Goldman, C., Stasz, C., & Constant, L. (2007). Developing the curriculum standards and supporting their implementation. In Education for a new era: Design and implementation of K–12 education reform in Qatar (pp. 99-110). Santa Monica, CA; Arlington, VA; Pittsburgh, PA: RAND Corporation. Retrieved from http://www.jstor.org/stable/10.7249/mg548qatar.

                                                                                                                                                                                                            • This book chapter discusses a standards-based education system and how the educator can define expectations for student learning and performance. Discussion on how to implement the standards for all students to learn and develop some learning autonomy is provided.

                                                                                                                                                                                                              2. Lloyd, G. (2008). Curriculum use while learning to teach: One student teacher's appropriation of mathematics curriculum materials. Journal for Research in Mathematics Education, 39(1), 63-94. Retrieved from http://www.jstor.org/stable/30034888

                                                                                                                                                                                                              • This resource provides a first-hand account from one teacher within her preservice experiences. The educator reflects on how she had to adapt materials and planning to meet the needs of different groupings of students.

                                                                                                                                                                                                              3. Olinghouse, N. (2008). Designing lessons for diverse learners. Retrieved from http://education.msu.edu/te/secondary/pdf/Designing-Lessons-for-Diverse-Learners.pdf.

                                                                                                                                                                                                              • This online resource discussed in-depth how to adapt content students are exposed to, the learning process, the product students produce, and the learning environment. Steps and guidelines are provided for guidance for implementing each element. A unique table is provided with distinct learning problems with information provided on how to meet the needs of the inclusive environment and diverse students.

                                                                                                                                                                                                              4. Treahy, D., & Gurganus, S. (2010). Models for special needs students. Teaching Children Mathematics, 16(8), 484-490. Retrieved from http://www.jstor.org/stable/41199522

                                                                                                                                                                                                              • This resource reviews models of instruction and classroom placement that can be used for students with special education needs. It is important to note that practices for students in special education that are discussed in this article are also useful for many students with other diverse learning needs. Inclusive classroom methods and inclusive lesson planning is discussed.

                                                                                                                                                                                                              Unit 6: Adaptations and Groupings for Diverse Learners

                                                                                                                                                                                                              • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                              • Complete and submit the Written Assignment
                                                                                                                                                                                                              • Post finalized Group Activity 
                                                                                                                                                                                                              • Complete the Portfolio Activity

                                                                                                                                                                                                              Reading Assignment

                                                                                                                                                                                                              1. Cirillo, M., Drake, C., Herbel-Eisenmann, B., & Hirsch, C. (2009). Curriculum vision and coherence: Adapting curriculum to focus on authentic mathematics. The Mathematics Teacher, 103(1), 70-75. Retrieved from http://www.jstor.org/stable/20876521

                                                                                                                                                                                                              • To access this resource, you must be logged into Moodle and the Library and Information Resource Network (LIRN) This resource discusses ways to adapt curriculum materials such as your subject textbooks. Many educators adapt curriculum materials to use in combination with the school textbook to meet student needs.

                                                                                                                                                                                                              2. Cox, J. (2015). Flexible grouping as a differentiated instruction strategy. Teach Hub. Retrieved from http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy

                                                                                                                                                                                                              • Flexible grouping is described in this resource. Use of flexible grouping arranging is described for how to use grouping techniques with differentiated instruction and to meet inclusive classroom needs.

                                                                                                                                                                                                              3. Ford, M.P. (2005). Differentiation through flexible grouping: Successfully reaching all readers. Retrieved from https://files.eric.ed.gov/fulltext/ED489510.pdf

                                                                                                                                                                                                              • Reading should be concentrated on pages 1-29 to become knowledge of the different types of groupings that can be used in reading instruction. How to use the groups effectively is reviewed in-depth.

                                                                                                                                                                                                              4. Gomez, C. L., Kurz, T.L., & Jimenez-Silva, M. (2011). Your inner English teacher. Mathematics Teaching in the Middle School, 17(4), 238-243. Retrieved from https://www.jstor.org/stable/pdf/10.5951/mathteacmiddscho.17.4.0238.pdf?refreqid=excelsior%3A908affbf76b2b38cf80ba3c835076dc7

                                                                                                                                                                                                              • This article provides an overview of how teachers can meet the needs of English Language Learners in the classroom by adjusting phrases and wording of instructional materials.

                                                                                                                                                                                                              5. Scanlon, D., & Baker, D. (2012). An accommodations model for the secondary inclusive classroom. Learning Disability Quarterly,35(4), 212-224. Retrieved from http://www.jstor.org/stable/41702375

                                                                                                                                                                                                              • This resource provides discussion into the application and use of accommodations in inclusive classrooms. Assessments, effective practice, regular and special education teacher perspectives, and an accommodation model for best practice are reviewed.

                                                                                                                                                                                                              6. Ward, B.A. (1987). Instructional grouping in the classroom. Retrieved from https://educationnorthwest.org/sites/default/files/InstructionalGrouping.pdf

                                                                                                                                                                                                              • This is an older resource, but it has many great ideas in it about how an educator can use different arrangements of groups in the classroom to meet student needs and increase student achievement.

                                                                                                                                                                                                              7. Cohen, R. & Barzyk, R. (2015). Adapting materials to meet your classroom needs. American English. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/webinar_15.2_-_slides_for_ae.pdf

                                                                                                                                                                                                              • This webinar focuses on the aspect of finding a resource to use or a portion of a textbook that is suitable for the topic of a lesson of instruction, but not suitable to meet the needs of all students in the classroom. Adapting materials is discussed from the aspect of meeting student learning levels, context of topics, cultural awareness, and so forth. Focus should be on slides 3-51.

                                                                                                                                                                                                               Unit 7: Adaptive/Assistive Technology & Compensatory/Remediated Instruction 

                                                                                                                                                                                                              • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                              • Complete and submit the Written Assignment
                                                                                                                                                                                                              • Complete the Portfolio Activity

                                                                                                                                                                                                              Reading Assignment

                                                                                                                                                                                                              1. Adebisi, R.O., Liman, N.A., & Longpoe, P.K. (2015). Using assistive technology in teaching children with learning disabilities in the 21st century. Journal of Education and Practice, 6(24), 14-20. Retrieved from https://files.eric.ed.gov/fulltext/EJ1078825.pdf

                                                                                                                                                                                                              • This resource paper reviews the application of assistive technology in classrooms when used with students with learning disabilities. Types of assistive technology reviewed for application are technologies designed to assist “written language, reading, listening, memory and mathematics problems.” Ideas and strategies discussed could be applied to all diverse learners to access the inclusive curriculum.

                                                                                                                                                                                                              2. Ahmad, F. H. (2015). Use of assistive technology in inclusive education. Transcience, 6(2), 62-77. Retrieved from https://www2.hu-berlin.de/transcience/Vol6_No2_62_77.pdf

                                                                                                                                                                                                              • Using assistive and adaptive technology in the inclusive classroom to meet student diversity needs is reviewed in-depth in this resource.

                                                                                                                                                                                                              3. Beecher, M. & Sweeny, S.M. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school’s story. Journal of Advanced Academics, 19(3), 502–530. Retrieved from https://files.eric.ed.gov/fulltext/EJ810785.pdf

                                                                                                                                                                                                              • The article summarizes how one school reduced the achievement gap through the use of a differentiated curriculum that originated in a remedial program for students of different ethnic groups and lower socioeconomic groups. An enrichment program was initiated.

                                                                                                                                                                                                              4. Flores, R.P., Monroy, G.V., Fabela, A.M.R. (2015). Compensatory policies attending equality and inequality in Mexico educational practice among vulnerable groups in higher education. Journal of Education and Learning, 4(4), 53-63. Retrieved from https://files.eric.ed.gov/fulltext/EJ1097791.pdf

                                                                                                                                                                                                              • This resource presents a discussion of how social inequality exists in accessing higher education among lower socioeconomic groups and diverse populations in Mexico.

                                                                                                                                                                                                              5. Natriello, G. (2013). Adaptive Educational Technologies: Tools for Learning and for Learning about Learning. Retrieved from https://files.eric.ed.gov/fulltext/ED574477.pdf

                                                                                                                                                                                                              • This resource is a National Academy of Education guide that discusses in-depth adaptive technology tool application in the public school setting and how adaptive technology enhances learning. reading should be focused upon pages 7-14.

                                                                                                                                                                                                              6. Reyes, A. (2006). Texas state compensatory education. Journal of Education Finance, 31(3), 221-237. Retrieved from http://www.jstor.org/stable/40704262

                                                                                                                                                                                                              • This journal article focuses on the effects of compensatory education in Texas. Reflection of how compensatory educational practices make learning more accessible for all is a focus.

                                                                                                                                                                                                              8. Stanford, B. & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit framework, and Universal Design for Learning. TEACHING Exceptional Children Plus, 5(6), 1-9. Retrieved from ERIC.

                                                                                                                                                                                                              • This resource reviews how the traditional classroom environment does not always work well with diverse learners. Aspects of differentiated instruction retrofit framework for meeting remedial instructional needs is reviewed.

                                                                                                                                                                                                              9. Wahl, L. & Duffield, J. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. Knowledge Brief. WestED, pages 1-12. Retrieved from https://www.wested.org/online_pubs/kn-05-01.pdf

                                                                                                                                                                                                              • Schools are being accountable for how all students learn and responsible for all students to have access to learning materials. Assistive and adaptive technology can help meet the needs of a diverse student population.

                                                                                                                                                                                                              10. William & Mary University (W&M). (2010). Planning for technology integration to meet the needs of diverse learners. Retrieved from https://education.wm.edu/centers/ttac/documents/packets/planning_for_tech_integration_to_meet_the_needs_of_diverse_learners.pdf

                                                                                                                                                                                                              • Teachers are required to plan for inclusive classroom of diverse students. They are also required to integrate technology into their instruction. The resource provides an overview “to guide instructional planning supported by technology that is matched to outcomes and students’ learning needs.”

                                                                                                                                                                                                              Optional Videos

                                                                                                                                                                                                              1. Alberta Education. (2015). Using assistive technology to support learning. Retrieved from https://www.youtube.com/watch?v=b0udSG_OyT0 (4:49)

                                                                                                                                                                                                              • This video offers is a part of a video series that discusses how to use assistive technology in the inclusive classroom setting.

                                                                                                                                                                                                              2. Woolley-Wilson, J. (2012). Blending technology and classroom learning: Jessie Woolley-Wilson at TEDxRainier. Retrieved from https://www.youtube.com/watch?v=o0TbaHimigw&vl=en (11:38)

                                                                                                                                                                                                              • Jessie Woolley-Wilson is an expert leader in technology applications for individualized learning. She discusses how technology can be applied to all students at any level of learning to become better learners.

                                                                                                                                                                                                              Unit 8: Learner Analytics for Personalized Learning 

                                                                                                                                                                                                              • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                              • Complete the Portfolio Activity
                                                                                                                                                                                                              • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                              Reading Assignment

                                                                                                                                                                                                              1. Baker, R. (2016). Using learning analytics in personalized learning. In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 165–174). Philadelphia, PA: Temple University, Center on Innovations in Learning. Retrieved from www.centeril.org

                                                                                                                                                                                                              • This chapter discusses learning analytics applied in the context of how it affects and can guide personalized learning. Some examples of success are shared, as well as occasions failures could occur. Action principles for education agencies of all levels is introduced and explained.

                                                                                                                                                                                                              2. Buckingham-Shum, S. & Crim, R.D. (2016). Learning analytics for 21st-century competencies. Journal of Learning Analytics, 3(2), 6-21. Retrieved from https://files.eric.ed.gov/fulltext/EJ1126768.pdf

                                                                                                                                                                                                              • This special section brings together a diverse range of learning analytics tools and techniques that can be deployed in the service of building 21st-century competencies. We introduce the research and development challenges and introduce the research and practitioner papers accepted to this section, before concluding with some brief reflections on the collection and relevance of a complex systems perspective for framing this topic.

                                                                                                                                                                                                              3. Lawrence, K.S. (2016). Identifying data-driven instructional systems. Research to Practice Brief. SWIFT Center. Retrieved from https://files.eric.ed.gov/fulltext/ED571845.pdf

                                                                                                                                                                                                              • The resource is a brief overview of the study "Creating data-driven instructional systems in school: The new instructional leadership," by Halverson, Grigg, Pritchett, and Thomas in 2015. The study reviewed investigated student outcome improvements linked to analyzing data in K-12 classrooms.

                                                                                                                                                                                                              4. Mims, W.M. & Lockley, J. (2017). Action research and differentiating reading instruction in Mississippi: Fourth-grade students' reading success. Retrieved from https://files.eric.ed.gov/fulltext/ED571755.pdf

                                                                                                                                                                                                              • A fourth-grade teacher applied research to analyze learner data in her fourth-grade classroom to make data-driven decisions about reading instruction and interventions to apply to improve reading skills for students. Inclusive instructional methods were applied using learner data analytics with inclusive reading instruction.

                                                                                                                                                                                                              5. Patrick, S., Worthen, M., Frost, D., & Gentz, S. (2016). Promising state policies for personalized learning. International Association for K-12 Online Learning. Retrieved from https://files.eric.ed.gov/fulltext/ED567893.pdf

                                                                                                                                                                                                              • This resource is a publication by the International Association for K–12 Online Learning (iNACOL). This report is written for state educational policymakers regarding policies that support personalized learning. Reading should be contained through pages 5-9 and 42.

                                                                                                                                                                                                              6. Possi, M.K. & Milinga, J.R. (2017). Learner diversity in inclusive classrooms: The interplay of language of instruction, gender and disability. Malaysian Online Journal of Educational Sciences, 5(3), 28-45. Retrieved from https://files.eric.ed.gov/fulltext/EJ1150435.pdf

                                                                                                                                                                                                              • This research resource reviewed the impact of data analytics in relation to student diversity in inclusive classrooms that focused on “the language of instruction, gender and disability issues, and their implications for educational practices.”

                                                                                                                                                                                                              7. Rijumol, K.C., Thangarajathi, S., &Ananthasayanam, R. (2011). Factor analytic study of cognitive processing and self-perception of learning disabilities among the elementary inclusive school children. Journal of Educational Psychology, 5(1), 32-38. Retrieved from https://files.eric.ed.gov/fulltext/EJ1102286.pdf

                                                                                                                                                                                                              • This resource explored cognitive processing and self-perception of learning disabilities in elementary inclusive school children was reviewed.


                                                                                                                                                                                                              Course Requirements:

                                                                                                                                                                                                              Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                              Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                              Written Assignments & Assessment Forms
                                                                                                                                                                                                              Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                              Group Activities
                                                                                                                                                                                                              During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                              Portfolio Activities
                                                                                                                                                                                                              Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                              The Research and Practice Portfolio
                                                                                                                                                                                                              Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                              • Reflective Portfolio Activities
                                                                                                                                                                                                              • Research
                                                                                                                                                                                                              • Teaching and Learning Resources

                                                                                                                                                                                                              Course Forum
                                                                                                                                                                                                              The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                              Course Policies:

                                                                                                                                                                                                              Grading Components and Weights
                                                                                                                                                                                                              Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                              Discussion Assignments  20%
                                                                                                                                                                                                              Written Assignments    30%
                                                                                                                                                                                                              Group Activities  25%
                                                                                                                                                                                                              Reflective Portfolio Activities  25%
                                                                                                                                                                                                              TOTAL 100%


                                                                                                                                                                                                              Grading Scale
                                                                                                                                                                                                              This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                              Letter Grade
                                                                                                                                                                                                              Grade Scale Grade Points
                                                                                                                                                                                                              A+ 98-100 4.00
                                                                                                                                                                                                              A 93-97 4.00
                                                                                                                                                                                                              A- 90-92 3.67
                                                                                                                                                                                                              B+ 88-89 3.33
                                                                                                                                                                                                              B 83-87 3.00
                                                                                                                                                                                                              B- 80-82 2.67
                                                                                                                                                                                                              C+ 78-79 2.33
                                                                                                                                                                                                              C 73-77 2.00
                                                                                                                                                                                                              C- 70-72 0.00
                                                                                                                                                                                                              D+ 68-69 0.00
                                                                                                                                                                                                              D 63-67 0.00
                                                                                                                                                                                                              D- 60-62 0.00
                                                                                                                                                                                                              F Under 60 0.00
                                                                                                                                                                                                              CR N/A N/A
                                                                                                                                                                                                              NC N/A N/A
                                                                                                                                                                                                              NF N/A N/A
                                                                                                                                                                                                              W N/A N/A


                                                                                                                                                                                                              Grade Appeal

                                                                                                                                                                                                              If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                              Participation
                                                                                                                                                                                                              Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                              • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                              • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                              • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                              • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                              Academic Honesty and Integrity
                                                                                                                                                                                                              When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                              Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                              Code of Conduct
                                                                                                                                                                                                              University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                              EDUC 5810 Living and Learning Globally

                                                                                                                                                                                                              UoPeople logo

                                                                                                                                                                                                              EDUC 5810: Living and Learning Globally


                                                                                                                                                                                                              Credits: 3

                                                                                                                                                                                                              Prerequisites: EDUC 5710: Understanding Barriers to Learning

                                                                                                                                                                                                              Recommended: 


                                                                                                                                                                                                              Course Description:

                                                                                                                                                                                                              This course will focus on exploring the global competence that students need to thrive in today's increasingly interconnected and rapidly changing world. It will focus on creating learning environments and opportunities that value the world as the broadest context for learning, ensuring that students are exposed to real world questions and concerns both within and beyond their local contexts. There will be consideration of ways that teachers can foster students' awareness of and engagement with global issues, develop open-mindedness to the perspectives of others and encourage reflection on their role as active and engaged global citizens. There will also be discussion of how language acquisition and multilingualism can provide particularly rich opportunities for the development of intercultural understanding and of an appreciation of different languages, cultures, and worldviews


                                                                                                                                                                                                              Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                              • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                              To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.


                                                                                                                                                                                                              Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                              Learning Objectives and Outcomes:

                                                                                                                                                                                                              By the end of this course students will be able to:

                                                                                                                                                                                                              1. Articulate a clear conceptual understanding of global competence in order to design, implement, monitor, and evaluate one’s own instruction and instructional programs that intentionally integrates issues of global significance in classroom learning
                                                                                                                                                                                                              2. Demonstrate the disposition and capacity to understand and act on issues of global significance as well as the attributes of global competence (core concepts, values and attitudes, skills, and behaviors) to find ways to foster them in students to become globally competent by nourishing critical thinking, and expanding their understanding of the world around them.
                                                                                                                                                                                                              3. Examines how language acquisition and multilingualism can provide rich opportunities for the development of intercultural understanding and utilize students’ different worldviews as assets in classroom learning.
                                                                                                                                                                                                              4. Examine the purposes and quality indicators of assessment (a range of informal and formal assessments) as they relate to living and learning globally, and how to use results to plan instruction.
                                                                                                                                                                                                              5. Demonstrate the ability to plan and provide instruction that systematically integrates language and content/culture based on the evaluation of student’s language proficiency and social or academic needs by designing an instructional unit that reflects the needs of students in the selected setting.

                                                                                                                                                                                                              Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                              Week 1: Unit 1 - Overview of the concepts and practices of global competence, including sociocultural issues and diversity

                                                                                                                                                                                                              Week 2: Unit 2 - Overview of the concepts and practices of global competence, including sociocultural issues and diversity

                                                                                                                                                                                                              Week 3: Unit 3 - Inquiry into the Global World: Global issues, critical questions, and social justice

                                                                                                                                                                                                              Week 4: Unit 4 - Issues of Global Competence Assessment, Advocacy and Life-Long Learning

                                                                                                                                                                                                              Week 5: Unit 5 - Cultural and Linguistic Diversity, Accommodation, and Support

                                                                                                                                                                                                              Week 6: Unit 6 - Issues of identity and belonging in a Global Community and Implications for Educating CLD Learners in Our Schools

                                                                                                                                                                                                              Week 7: Unit 7 - Innovations in Schools: What are the Elements of a Globally-Oriented School or Classroom?

                                                                                                                                                                                                              Week 8: Unit 8 - Teachers as Reflective Learners, Educational Leaders, Decision Makers and Change Agents

                                                                                                                                                                                                              Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                              Unit 1: Overview of the concepts and practices of global competence, including sociocultural issues and diversity

                                                                                                                                                                                                              • Introduce yourself in the Course Forum
                                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                              • Complete and submit the Written Assignment
                                                                                                                                                                                                              • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                              Reading Assignment

                                                                                                                                                                                                              1. Aydin, H, Ozfidan, B, Carothers, D. (2017). Meeting the Challenges of Curriculum and Instruction in School Settings in the United States. Journal of Social Studies Education Research, 8 (3), 76-92. Retrieved from http://dergipark.gov.tr/jsser/issue/32449/360844

                                                                                                                                                                                                              • The article explores the impact of unprecedented demographic changes on the curriculum and instruction provided in U.S. schools, as well as other factors that are also influencing curriculum and instruction including 1) policy changes, 2) emerging new technologies, 3) globalization, and 4) the refugee and immigration issue. The article also examines pertinent challenges needed to be addressed for both school settings and teacher educators.

                                                                                                                                                                                                                2. Evans, M., Montemurro, D., Gambhir, M., & Broad, K. (Eds.).  (2014). Inquiry into Practice: Learning and Teaching Global Matters in Local Classrooms.  Ontario Institute for Studies in Education of the University of Toronto (OISE). Retrieved from: http://www.oise.utoronto.ca/oise/UserFiles/File/TEACHING_GLOBAL_MATTERS_FINAL_ONLINE.pdf

                                                                                                                                                                                                                • Read pages 3-19 from Educator Perspectives,. This Inquiry into Practice publication, Learning and Teaching Global Matters in Local Classrooms, is the most recent addition to the series. It examines and shares varied perspectives, curricula, instructional practices, and resources intended to enhance student learning related to the infusion of global and international dimensions of education into classroom and school-wide teaching and learning. It is organized into three sections: Educator Perspectives, Inquiry into Practice, and Resources. In this introduction, we briefly discuss how the text is organized, common themes that emerged across the sections, and concluding reflections.

                                                                                                                                                                                                                3. Robinson WI (2007) Theories of globalization. In: Ritzer G (ed.) Blackwell Companion to Globalization. Oxford: Blackwell. Retrieved from https://cloudfront.escholarship.org/dist/prd/content/qt9c21h2pv/qt9c21h2pv.pdf

                                                                                                                                                                                                                • This article is intended as an appraisal of Wallerstein’s œuvre in the context of the debate on global transformations in the late 20th and early 21st centuries and from the vantage point of the present author’s own critical globalization perspective. The first three parts summarize and assess Wallerstein’s theoretical system and his many contributions to macro, historical and comparative sociology, to development studies and international political economy. The fourth discusses Wallerstein’s assessment of the evolution of the world capitalist system in recent decades, including his views on the concept of globalization, and the fifth focuses on earlier and more recent critical appraisals of his work, including the present author’s own, in light of the recent transformations in world capitalism identified with globalization.

                                                                                                                                                                                                                4. Teacher Guide, K-12 Global Competence Grade-Level Indicators, Partnership for 21st Skills, Retrieved from http://www.p21.org/storage/documents/Global_Education/P21_K-12_Global_Ed_Indicators.pdf

                                                                                                                                                                                                                • Global competence is critical for innovation in the 21st century. Educational approaches sensitive to our changing world infuse global awareness and cultural understanding into everyday classroom practices, while also utilizing the technological resources available to teachers and students today. These global competence indicators were created by VIF International Education in order to provide grade-level frameworks for integrating global awareness into classroom practices. In combination with professional development and curricular resources, global competence indicators support teachers in creating classrooms that are open to the world. 

                                                                                                                                                                                                                Unit 2: Overview of the concepts and practices of global competence, including sociocultural issues and diversity

                                                                                                                                                                                                                • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                                                1. Butler, F. (1978). The Concept of Competence: An Operational Definition. Educational Technology, 18(1), 7-18. Retrieved fromhttp://www.jstor.org/stable/44418395.   

                                                                                                                                                                                                                • You must log into Moodle and navigate to the link Resources link at the top of the page to access this material from JSTOR. Click on the JSTOR icon and search for the article.
                                                                                                                                                                                                                • This article is concerned with the meaning of the word competence itself, the role of educational technology, and a functional relationship between them.

                                                                                                                                                                                                                2. Globalization in Education: Process and Discourse, Jürgen Schriewer. Policy Futures in Education, Vol 1, Issue 2, pp. 271 – 283 First Published June 1, 2003. Retrieved from https://doi.org/10.2304/pfie.2003.1.2.6

                                                                                                                                                                                                                • The article draws on comparative analyses meant to investigate both the degree and the dimensions of the ‘internationalization’ of educational knowledge in societies that differ considerably in terms of civilizational background and modernization path.

                                                                                                                                                                                                                3. Leading for Global Competency, Retrieved from http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx

                                                                                                                                                                                                                • This article states that the purpose of schooling is to prepare students for life in the real world in their communities and societies, both in the present—while students are in school—and in the future—after they leave school behind.

                                                                                                                                                                                                                4. Mansilla, V. B., & Jackson, A. (2013). Educating for Global Competence: Learning Redefined for an   Interconnected World. In H. Jacobs (Ed.), Mastering Global Literacy (5-27). New York: Solution Tree. Retrieved from http://pz.harvard.edu/sites/default/files/Educating%20for%20Global%20Competence%20Short%20HHJ.pdf

                                                                                                                                                                                                                • This article points out that to succeed in this new global age, our students will need capacities that include but go beyond reading, mathematics and science – they will need to be far more knowledgeable and curious about world regions and global issues, attuned to diverse perspectives, able to communicate across cultures and in other languages, and disposed to acting toward the common good.

                                                                                                                                                                                                                5. Mansilla, V., & Jackson, A. (2011). Educating for global competence. New York, NY: Asia Society. Retrieved from https://asiasociety.org/files/book-globalcompetence.pdf  

                                                                                                                                                                                                                • Read Chapters I & VII. This document introduces a definition of global competence that is the capacity and disposition to understand and act on issues of global significance.

                                                                                                                                                                                                                6. Global Competence matrix. Retrieved from https://static1.squarespace.com/static/541b08ace4b03814779bda86/t/5425b0ade4b0a13786495f02/1411756205854/World+Savvy+Global+Competence+Matrix+2014.pdf

                                                                                                                                                                                                                • Global competence is the disposition and capacity to understand and act on issues of global significance. The article discusses qualities, characteristics, and abilities the globally competent individuals possess and apply to learn about and engage with the world. Educators who aspire to help students become globally competent must both develop these attributes in themselves and find ways to foster them in students.

                                                                                                                                                                                                                7. Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. New York, N.Y.: Portfolio. Retrieved from https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action/transcript?language=en

                                                                                                                                                                                                                • Sinek purports that great organizations seem to create their foundation by first addressing why they exist, then how they go about their mission, and then finally, What they do. The purpose here is to challenge you critically think about how you can apply these core questions of Why and How to What you do in education. 

                                                                                                                                                                                                                Unit 3: Inquiry into the Global World: Global issues, critical questions, and social justice

                                                                                                                                                                                                                • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Begin and participate in the Group Activity (Due Unit 6)
                                                                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                                                1. Boix Mansilla, V. & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. New York: Asia Society. Retrieved from

                                                                                                                                                                                                                               https://asiasociety.org/files/book-globalcompetence.pdf

                                                                                                                                                                                                                • Read Chapters II, III, IV, & V. This document introduces a definition of global competence that is the capacity and disposition to understand and act on issues of global significance.

                                                                                                                                                                                                                2. Evans, M., Montemurro, D., Gambhir, M., & Broad, K. (Eds.).  (2014). Inquiry into Practice: Learning and Teaching Global Matters in Local

                                                                                                                                                                                                                            Classrooms. Ontario Institute for Studies in Education of the University of Toronto (OISE)

                                                                                                                                                                                                                            URI:http://www.oise.utoronto.ca/oise/UserFiles/File/TEACHING_GLOBAL_MATTERS_FINAL_ONLINE.pdf

                                                                                                                                                                                                                • Read:

                                                                                                                                                                                                                  • Global Citizenship and Indigenous Worldview: Strategies for K to12 Classrooms Pamela Toulouse. pg 22-25

                                                                                                                                                                                                                  • Learning about Self and the World Beyond: Cultural, Religious, and Social Justice Clubs in High Schools.  pg 58-67

                                                                                                                                                                                                                  • Sharing Global Classrooms: An International Experience Robert Lato. pg. 67-77

                                                                                                                                                                                                                • This Inquiry into Practice publication, Learning and Teaching Global Matters in Local Classrooms, is the most recent addition to the series. It examines and shares varied perspectives, curricula, instructional practices, and resources intended to enhance student learning related to the infusion of global and international dimensions of education into classroom and school-wide teaching and learning. It is organized in three sections: Educator Perspectives, Inquiry into Practice, and Resources. In this introduction, we briefly discuss how the text is organized, common themes that emerged across the sections, and concluding reflections.


                                                                                                                                                                                                                3. Olds, K. (2012). Global Citizenship – What are we talking about and why does it matter. Inside Higher Ed. Retrieved from https://www.insidehighered.com/blogs/globalhighered/global-citizenship-%E2%80%93-what-are-we-talking-about-and-why-does-it-matter

                                                                                                                                                                                                                • This article defines Global Citizenship explores the concept of Global Citizenship as a choice and a way of thinking; as self-awareness and awareness of others; as they practice cultural empathy; as the cultivation of principled decision making; and as participation in the social and political life of one's community. Also, the article poses a question of why Global Citizenship matters.


                                                                                                                                                                                                                4. McLeod, S. (2011). Ten reasons your educators are resisting your change initiative. Education Week. Retrieved from

                                                                                                                                                                                                                               http://blogs.edweek.org/edweek/LeaderTalk/2011/05/10_reasons_your_educators_are.html

                                                                                                                                                                                                                • The article discusses 10 reasons educators are resisting change initiates.

                                                                                                                                                                                                                Unit 4: Issues of Global Competence Assessment, Advocacy, and Life-Long Learning

                                                                                                                                                                                                                • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Continue to participate in the Group Activity
                                                                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                                                1. Asia Society/OECD (2018), Teaching for Global Competence in a Rapidly Changing World, Asia Society, New York, URL: https://doi.org/10.1787/9789264289024-en. (pp. 10-22)

                                                                                                                                                                                                                • This new publication sets forward the Program for International Student Assessment (PISA) framework for global competence developed by the Organization for Economic Co-operation and Development (OECD), which aligns closely with the definition developed by the Center for Global Education at Asia Society. Based on the Center’s extensive experience supporting educators in integrating global competence into their teaching, the publication also provides practical guidance and examples of how educators can embed global competence into their existing curriculum, instruction, and assessment.  

                                                                                                                                                                                                                2. Field, J. & Leicester, M. (Eds.). (2001). Lifelong Learning. London: Routledge. URL: https://www.taylorfrancis.com/books/9781135699390

                                                                                                                                                                                                                • 'Lifelong Learning' is a hot issue for educators across the world, as societies everywhere are concerned with developing a literate, skilled and flexible workforce and to widen participation in education at all levels and for all age-groups. This book covers all the major issues, with well-known academic contributors working in the field and covering the topics of theoretical, global and curriculum perspectives, widening participation and the industrial university. With contributors from China, Africa, USA, Canada, UK and other European countries, Lifelong Learning offers a comprehensive and challenging account of issues arising from varying lifelong learning decisions, and exposes the impact these decisions have on such a large majority of the population.

                                                                                                                                                                                                                3. Kaufman, J., Hamilton, L., Stecher, B., Naftel, S., Robbins, M., Garber, C., . . . Opfer, D. (2015). What Are Teachersʹ and School Leadersʹ Major Concerns About New K–12 State Tests?: Findings from the American Teacher and American School Leader Panels. In What Are Teachers' and School Leaders' Major Concerns About New K–12 State Tests?: Findings from the American Teacher and American School Leader Panels (pp. 1-8). RAND Corporation. Retrieved from http://www.jstor.org/stable/10.7249/j.ctt19w72c7.1

                                                                                                                                                                                                                • This text reveals that most teachers expressed moderate to major concerns about test difficulty, low student performance on the tests, and test score accuracy for special needs students.  Teachers with students taking Partnership for Assessment of Readiness for College and Careers (PARCC) tests were more likely to be concerned about testing issues than teachers with students taking other state tests. Teachers at low-income schools were more likely to be concerned about testing issues, particularly for their English Language Arts state tests, than teachers in other schools.

                                                                                                                                                                                                                Unit 5: Cultural and Linguistic Diversity, Accommodation, and Support

                                                                                                                                                                                                                • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Continue to participate in the Group Activity
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                                                1. Brisk, M. E., Barnhardt, R., Herrera, S., & Rochon, R. (2002). Educators' preparation for cultural and linguistic diversity: A call to action. Washington, DC: American Association of Colleges for Teacher Education. (ERIC Document Reproduction Service No. ED477737). Retrieved from https://files.eric.ed.gov/fulltext/ED477737.pdf

                                                                                                                                                                                                                • This policy paper provides information about issues surrounding the education of culturally and linguistically diverse (CLD) student populations, and stresses the need for teachers who can deliver classroom practice that respects the language and culture of the child and effective, accommodative instruction that results in literacy and academic success for second language learners.

                                                                                                                                                                                                                2. Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice, 42(3), 181-187. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.460.7961&rep=rep1&type=pdf

                                                                                                                                                                                                                • In this article, the authors argue that developing personal and professional critical consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education.

                                                                                                                                                                                                                3. Huddart, D. (2014). English in the Conversation of Mankind: World Englishes and Global Citizenship. In Involuntary Associations: Postcolonial Studies and World Englishes (pp. 52-74). Liverpool: Liverpool University Press. Retrieved from http://www.jstor.org/stable/j.ctt18kr776.6

                                                                                                                                                                                                                • The article states that English allows us to advance toward global exchange and solidarity among the institutions of civil society, extending bonds between citizens everywhere across the globe. For this reason, considering English as an international language can also bring a sense of possibility in terms of strengthening what might be called ‘planetary citizenship’, i.e. alliances among citizens with a universalist intent.  

                                                                                                                                                                                                                4. The New London Group (1996) A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review: April 1996, Vol. 66, No. 1, pp. 60-93. Retrieved from https://doi.org/10.17763/haer.66.1.17370n67v22j160u

                                                                                                                                                                                                                • In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies."

                                                                                                                                                                                                                Optional Videos

                                                                                                                                                                                                                1. TED Talk: Brené Brown: The power of vulnerability (excerpt attached)

                                                                                                                                                                                                                                 The Danger of a Single Storyby Chimamanda Ngozi Adichie- TED Talks (excerpt attached)

                                                                                                                                                                                                                Unit 6: Issues of identity and belonging in a Global Community and Implications for Educating CLD Learners in Our Schools

                                                                                                                                                                                                                • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Post or submit finalized Group Activity 
                                                                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                                                Bauböck, R. (2006). Citizenship and migration – concepts and controversies. In Bauböck R. (Ed.), Migration and Citizenship: Legal Status, Rights and

                                                                                                                                                                                                                              Political Participation (pp. 15-32). Amsterdam: Amsterdam University Press. Retrieved from http://www.jstor.org/stable/j.ctt46mvkf.6

                                                                                                                                                                                                                • The article discusses that migration highlights the political core and the boundaries of citizenship. You must log into Moodle and navigate to the link to access this material from JSTOR.

                                                                                                                                                                                                                Dighe, A. 2000. “Diversity in Education in an Era of Globalization.” in Learning Societies: A Reflective and Generative Framework. Edited by M. Jain. Udaipur,

                                                                                                                                                                                                                               Shikshantar: The People’s Institute for Rethinking Education and Development. Retrieved from http://www.learndev.org/dl/VS3-00q-Diversity.PDF

                                                                                                                                                                                                                • This article examines that globalization is reinforcing and perpetuating the existing unequal relationships of power and income between the advanced and developing World, and creating massive upheavals in communities. Thus, the rapid changes that are now occurring in all countries are requiring that knowledge and skills be updated continuously.

                                                                                                                                                                                                                McGavin, K. (2017). (Be)Longings: Diasporic Pacific Islanders and the meaning of home. In TAYLOR J. & LEE H. (Eds.), Mobilities of Return: Pacific

                                                                                                                                                                                                                             Perspectives (pp. 123-146). Australia: ANU Press. Retrieved from http://www.jstor.org/stable/j.ctt20krz1j.8

                                                                                                                                                                                                                • This article describes experiences of diasporic Pacific islanders journey “back to home” and the different consequences and impacts upon identity, sense of belonging, and ‘home’. You must log into Moodle and navigate to the link to access this material from JSTOR.

                                                                                                                                                                                                                Tavangar, H. S. (2009). Growing up global: Raising children to be at home in the world. Ballantine Books. URL: https://books.google.com/books?id=F5-HCHWkW1IC&printsec=frontcover&dq=Tavangar,+H.+S.+(2009).+Growing+up+global:+Raising+children+to+be+at+home+in+the+world.+Ballantine+Books.&hl=en&sa=X&ved=0ahUKEwigz6zO07DcAhUk7IMKHXc2DBYQ6AEIODAD#v=onepage&q&f=false

                                                                                                                                                                                                                • Read-xi-xvii. Introduction-Make Yourself at Home in the World. This book describes a North American family life in West Africa and explores issue of identity, self, and others in feeling at home in world.

                                                                                                                                                                                                                Veenkamp, T. (2007). People Flow revisited: Constructive management of changing patterns of migration. In Jandl M. (Ed.), Innovative Concepts for Alternative Migration Policies: Ten Innovative Approaches to the Challenges of Migration in the 21st Century (pp. 37-46). Amsterdam: Amsterdam University Press. Retrieved from http://www.jstor.org/stable/j.ctt46msqg.7

                                                                                                                                                                                                                • This is “People Flow Report” of changing patterns of migration with its opportunities and challenges.

                                                                                                                                                                                                                 Unit 7: Innovations in Schools: What are the Elements of a Globally-Oriented School or Classroom?

                                                                                                                                                                                                                • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                                                1. Guo, Y. (2006). Why Didn't They Show Up? Rethinking ESL Parent Involvement in K-12 Education. TESL Canada Journal, 24(1), 80 - 95. doi:https://doi.org/10.18806/tesl.v24i1.29

                                                                                                                                                                                                                • This article inquires into "Why don't they show up at school?" The absence of ESL parents from school is often misinterpreted as parents' lack of concern about their children's education. However, many ESL parents indicated that they cared passionately. Instead of assuming that ESL parents do not care, educators need to understand the barriers that hinder some parents from participating in their children's education.

                                                                                                                                                                                                                2. Juvonen, J., Le, V., Kaganoff, T., Augustine, C., & Constant, L. (2004). Whole-School Reform Models. In Focus on the Wonder Years: Challenges Facing the American Middle School (pp. 98-111). Santa Monica, CA; Arlington, VA; Pittsburgh, PA: RAND Corporation. Retrieved from https://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG139.sum.pdf

                                                                                                                                                                                                                • This text is concerned with innovations and programs designed to improve student outcomes and addresses other perceived problems at the middle school level. The following questions are addressed in this reading: (1) What are the major reform efforts at work in the middle school? (2) What are their goals and primary features? and (3) Do the reform show promise for addressing the challenges middle schools face today?

                                                                                                                                                                                                                3. Hoover‐Dempsey, K., Walker, J., Sandler, H., Whetsel, D., Green, C., Wilkins, A., & Closson, K. (2005). Why Do Parents Become Involved? Research FIndings and Implications. The Elementary School Journal, 106(2), 105-130. doi:10.1086/499194. JSTOR, JSTOR www.jstor.org/stable/10.1086/499194

                                                                                                                                                                                                                • This article inquires into “Why do parents become involved in children’s education?” Based on this review, the authors offer suggestions for (1) research that may deepen understanding of parents’ motivations for involvement and (2) school and family practices that may strengthen the incidence and effectiveness of parental involvement across varied school communities.

                                                                                                                                                                                                                4. Pilegaard, M., Moroz, P., & Neergaard, H. (2010). An Auto-Ethnographic Perspective on Academic Entrepreneurship: Implications for Research in the Social Sciences and Humanities. Academy of Management Perspectives, 24(1), 46-61. Retrieved from http://www.jstor.org/stable/25682383

                                                                                                                                                                                                                • This paper offers insight into (a) how socio spatial contexts may be structured to better evaluate the entrepreneurial facilitation process and (b) why academic entrepreneurship in the social sciences and humanities may differ from that in the hard sciences. The findings illustrate the importance of bridging innovation using twin skills to balance research and commercial goals, and the need for codifying knowledge capacities and creating new or changing existing institutional structures to legitimize and facilitate entrepreneurial activity. The research also demonstrates the great value of auto-ethnographic techniques to bring fresh insight to the study of entrepreneurship.

                                                                                                                                                                                                                Unit 8: Teachers as Reflective Learners, Educational Leaders, Decision Makers and Change Agents

                                                                                                                                                                                                                • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                                                • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                                                1. Glisson, L., McConnell, S., Palit, M., Schneiderman, J., Wiseman, C., & Yorks, L. (2014). Looking in the Mirror of Inquiry: Knowledge in Our Students and in Ourselves. Teaching & Learning Inquiry: The ISSOTL Journal, 2(1), 7-20.  Retrieved fromhttps://www.jstor.org/action/doBasicSearch?Query=Looking+in+the+Mirror+of+Inquiry%3A+Knowledge+in+Our+Students+and+in+Ourselves&filter=

                                                                                                                                                                                                                • This article is based on the findings of a group of instructors at a Northeast Community College who study the concept of Collaborative Inquiry (CI) in an effort to practice this method in the classroom with their students.  The narrative shares this group’s process, the conclusions they reached, a set of reflections, and considerations that others using the CI process for professional development oriented inquiries may find useful.

                                                                                                                                                                                                                2. ASCD. (2017). How to Be a Global Thinker. Educational Leadership, 74I(4). Retrieved from http://www.ascd.org/publications/educational-leadership/dec16/vol74/num04/How-to-Be-a-Global-Thinker.aspx

                                                                                                                                                                                                                • This article suggests the routines, teachers use to cultivate classroom cultures that nurture global competence. It is stated that educating for global competence is no longer a luxury, but a necessity. and it will demand that we revisit two foundational questions: (1) What kind of learning are we actually after? and (2) How can we best nurture such learning?

                                                                                                                                                                                                                3. Fullan M. (1993). Why teachers must become change agents. Educational Leadership, 50(6). pp. 12-17. Retrieved from http://www.ascd.org/publications/educational-leadership/mar93/vol50/num06/Why-Teachers-Must-Become-Change-Agents.aspx

                                                                                                                                                                                                                4. Gatumu, J. C. (2011) Reflective Teaching. URI: http://oer.avu.org/handle/123456789/155

                                                                                                                                                                                                                • This module is skill oriented; in that, you must be able to undertake reflective teaching. It focuses on aspects of reflective teaching at work. It attends to the nature of reflective teaching, self evaluation, action research, peer mentoring, micro teaching and professional development.

                                                                                                                                                                                                                5. Leading for Global Competency - Educational Leadership. Retrueved from: http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx#.W0-KIXFv9f8.email

                                                                                                                                                                                                                • Now more than ever, education should prepare students for global civility and peace. So what in the world are we waiting for? This article states that good teachers and principals, in the United States and elsewhere, know that good education begins with clarity of purpose. The purpose of schooling is to prepare students for life in the real world in their communities and societies, both in the present—while students are in school—and in the future—after they leave school behind.


                                                                                                                                                                                                                Course Requirements:

                                                                                                                                                                                                                Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posted by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                Written Assignments & Assessment Forms
                                                                                                                                                                                                                Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                Group Activities
                                                                                                                                                                                                                During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                                Reflective Portfolio Activities
                                                                                                                                                                                                                Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                                Research and Practice Portfolio
                                                                                                                                                                                                                Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                                • Reflective Portfolio Activities
                                                                                                                                                                                                                • Research
                                                                                                                                                                                                                • Teaching and Learning Resources

                                                                                                                                                                                                                Course Forum
                                                                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

                                                                                                                                                                                                                Course Forum
                                                                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                Course Policies:

                                                                                                                                                                                                                Grading Components and Weights
                                                                                                                                                                                                                Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                Discussion Assignments  20%
                                                                                                                                                                                                                Written Assignments    30%
                                                                                                                                                                                                                Group Activities  25%
                                                                                                                                                                                                                Reflective Portfolio Activities  25%
                                                                                                                                                                                                                TOTAL 100%


                                                                                                                                                                                                                Grading Scale
                                                                                                                                                                                                                This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                Letter Grade
                                                                                                                                                                                                                Grade Scale Grade Points
                                                                                                                                                                                                                A+ 98-100 4.00
                                                                                                                                                                                                                A 93-97 4.00
                                                                                                                                                                                                                A- 90-92 3.67
                                                                                                                                                                                                                B+ 88-89 3.33
                                                                                                                                                                                                                B 83-87 3.00
                                                                                                                                                                                                                B- 80-82 2.67
                                                                                                                                                                                                                C+ 78-79 2.33
                                                                                                                                                                                                                C 73-77 2.00
                                                                                                                                                                                                                C- 70-72 0.00
                                                                                                                                                                                                                D+ 68-69 0.00
                                                                                                                                                                                                                D 63-67 0.00
                                                                                                                                                                                                                D- 60-62 0.00
                                                                                                                                                                                                                F Under 60 0.00
                                                                                                                                                                                                                CR N/A N/A
                                                                                                                                                                                                                NC N/A N/A
                                                                                                                                                                                                                NF N/A N/A
                                                                                                                                                                                                                W N/A N/A


                                                                                                                                                                                                                Grade Appeal

                                                                                                                                                                                                                If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                Participation
                                                                                                                                                                                                                Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                Academic Honesty and Integrity
                                                                                                                                                                                                                When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                Code of Conduct
                                                                                                                                                                                                                University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                Business Administration

                                                                                                                                                                                                                The Business Administration degree educates students for success in a dynamic global economy within the context of sustainable business environments. The discipline’s foundation covers accounting, economics, finance, entrepreneurship, management, and marketing analytics, cultivating responsible leaders to serve as architects and agents in organizational decision-making, using advanced quantitative approaches for foundations for success in the international business community.

                                                                                                                                                                                                                BUS 1101 Principles of Business Management

                                                                                                                                                                                                                UoPeople logo


                                                                                                                                                                                                                BUS 1101: PRINCIPLES OF BUSINESS MANAGEMENT


                                                                                                                                                                                                                Syllabus


                                                                                                                                                                                                                Prerequisites: None.


                                                                                                                                                                                                                Course Description: All forms of business require the involvement of managers to enable the successful operation of the organization.  This course will present a survey of the basic methods by which managers have operated businesses, large and small. Foremost are the basic concepts of planning, leading, organizing, and controlling. Embedded within these key concepts are numerous skills that, when mastered, will allow you to embark on a career in business management.


                                                                                                                                                                                                                Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                • Carpenter, M., Bauer, T., Erdogan, B. (2010). Management Principles 1.1. This book is licensed under a Creative Commons by-nc-sa 3.0 license. You can download the PDF version here

                                                                                                                                                                                                                Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                Course Learning Objectives:

                                                                                                                                                                                                                By the end of this course students will be able to:

                                                                                                                                                                                                                1. Discuss the history of management theory and practice
                                                                                                                                                                                                                2. Identify one's strengths and weaknesses in leadership and interpersonal skills.
                                                                                                                                                                                                                3. Create and characterize good goals and objectives
                                                                                                                                                                                                                4. Examine the scope and changing role of strategic human resource management
                                                                                                                                                                                                                5. Compare and contrast need-based and process-based theories of motivation

                                                                                                                                                                                                                Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

                                                                                                                                                                                                                Week 1: Unit 1 - Introduction to the Principles of Management 

                                                                                                                                                                                                                • Managers and the nature of their work.
                                                                                                                                                                                                                • Overview of leadership, entrepreneurship, and strategy.
                                                                                                                                                                                                                • The planning-organizing-leading-controlling (P-O-L-C) framework.
                                                                                                                                                                                                                • Economic, social, and environmental performance.
                                                                                                                                                                                                                • Individual and group level performance.
                                                                                                                                                                                                                • Goal setting using SMART, —specific, measurable, aggressive, realistic, and time-bound.

                                                                                                                                                                                                                Week 2: Unit 2 - Psychology and Work Behaviors

                                                                                                                                                                                                                • The roles of personality and values in determining work behaviors.
                                                                                                                                                                                                                • The process of perception and how it affects work behaviors.
                                                                                                                                                                                                                • The major work attitudes that affect work behaviors.
                                                                                                                                                                                                                • The concept of person-organization fit and how it affects work behaviors.
                                                                                                                                                                                                                • The key set of behaviors that matter for organizational performance.


                                                                                                                                                                                                                Week 3: Unit 3 - Globalization and Leadership

                                                                                                                                                                                                                • The history of principles of management.
                                                                                                                                                                                                                • The context for contemporary principles of management.
                                                                                                                                                                                                                • Key global trends.
                                                                                                                                                                                                                • Globalization’s effects on management principles and practices.
                                                                                                                                                                                                                • Value-based leadership (ethics) in management.


                                                                                                                                                                                                                Week 4: Unit 4
                                                                                                                                                                                                                - Mission, Vision, and Values

                                                                                                                                                                                                                • The Roles of Mission, Vision, and Values Mission and Vision
                                                                                                                                                                                                                • Creativity and Passion
                                                                                                                                                                                                                • Stakeholders
                                                                                                                                                                                                                • Crafting Mission and Vision Statements

                                                                                                                                                                                                                Week 5: Unit 5 - Strategic Management

                                                                                                                                                                                                                • How strategies emerge.
                                                                                                                                                                                                                • Strategy as trade-offs, discipline, and focus.
                                                                                                                                                                                                                • Internal and external analysis to develop strategy.
                                                                                                                                                                                                                • The strategy diamond

                                                                                                                                                                                                                Week 6: Unit 6 - Goals and Objectives

                                                                                                                                                                                                                • The nature of goals and objectives and why they are important.
                                                                                                                                                                                                                • Characterizes good goals and objectives.
                                                                                                                                                                                                                • The roles of goals and objectives in employee performance reviews.
                                                                                                                                                                                                                • The relationships among economic, social, and environmental goals and objectives.
                                                                                                                                                                                                                • Personal goals and objectives.

                                                                                                                                                                                                                Week 7: Unit 7 - Organizational Structure and Change

                                                                                                                                                                                                                • Organizational structure and its basic elements.
                                                                                                                                                                                                                • Matrix, boundary-less, and learning organizations.
                                                                                                                                                                                                                • Organizational change.
                                                                                                                                                                                                                • Resistance to change.
                                                                                                                                                                                                                • Strategies for planning and executing change effectively.

                                                                                                                                                                                                                Week 8: Unit 8 - Organizational Culture

                                                                                                                                                                                                                • Organizational culture its importance for an organization.
                                                                                                                                                                                                                • The dimensions that make up a company’s culture.
                                                                                                                                                                                                                • Five signs of organizational culture

                                                                                                                                                                                                                Week 9: Unit 9 - Course Review and Final Exam


                                                                                                                                                                                                                Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                Unit 1: Introduction to the Principles of Management

                                                                                                                                                                                                                • Thoroughly review the course syllabus
                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Introductory Discussion post (in the Course Forum)
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                Unit 2: Psychology and Work Behaviors

                                                                                                                                                                                                                • Peer-assess Unit #1 Written Assignment
                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                Unit 3: Globalization and Leadership

                                                                                                                                                                                                                • Peer-assess Unit #2 Written Assignment
                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Take the Self-Quiz
                                                                                                                                                                                                                • Take the Graded Quiz

                                                                                                                                                                                                                Unit 4: Mission, Vision, and Values

                                                                                                                                                                                                                • Peer-assess Unit #3 Written Assignment
                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                Unit 5: Strategic Management

                                                                                                                                                                                                                • Peer-assess Unit #4 Written Assignment
                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                • Take  the Self-Quiz

                                                                                                                                                                                                                Unit 6: Goals and Objectives

                                                                                                                                                                                                                • Peer-assess Unit #5 Written Assignment
                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz
                                                                                                                                                                                                                • Take the Graded Quiz

                                                                                                                                                                                                                Unit 7: Organizational Structure and Change

                                                                                                                                                                                                                • Peer-assess Unit #6 Written Assignment
                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                Unit 8: Organizational Culture

                                                                                                                                                                                                                • Peer-assess Unit #7 Written Assignment
                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                • Take the Self-Quiz
                                                                                                                                                                                                                • Take the Practice Exam

                                                                                                                                                                                                                Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

                                                                                                                                                                                                                Course Requirements:

                                                                                                                                                                                                                Written Assignments & Assessment Forms
                                                                                                                                                                                                                Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                Learning Journal
                                                                                                                                                                                                                Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                Quizzes
                                                                                                                                                                                                                This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

                                                                                                                                                                                                                Final Exam
                                                                                                                                                                                                                The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                Course Forum
                                                                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                Course Policies:

                                                                                                                                                                                                                Grading Components and Weights
                                                                                                                                                                                                                Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                Discussion Assignments 10%
                                                                                                                                                                                                                Written Assignments 15%
                                                                                                                                                                                                                Learning Journals  15%
                                                                                                                                                                                                                Graded Quizzes 30%
                                                                                                                                                                                                                Final Exam 30%
                                                                                                                                                                                                                TOTAL 100%

                                                                                                                                                                                                                Grading Scale

                                                                                                                                                                                                                This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                Letter Grade
                                                                                                                                                                                                                Grade Scale Grade Points
                                                                                                                                                                                                                A+ 98-100 4.00
                                                                                                                                                                                                                A 93-97 4.00
                                                                                                                                                                                                                A- 90-92 3.67
                                                                                                                                                                                                                B+ 88-89 3.33
                                                                                                                                                                                                                B 83-87 3.00
                                                                                                                                                                                                                B- 80-82 2.67
                                                                                                                                                                                                                C+ 78-79 2.33
                                                                                                                                                                                                                C 73-77 2.00
                                                                                                                                                                                                                C- 70-72 1.67
                                                                                                                                                                                                                D+ 68-69 1.33
                                                                                                                                                                                                                D 63-67 1.00
                                                                                                                                                                                                                D- 60-62 0.67
                                                                                                                                                                                                                F Under 60 0.00

                                                                                                                                                                                                                Grade Appeal
                                                                                                                                                                                                                If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                Participation
                                                                                                                                                                                                                Non-participation is characterized by a lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                Academic Honesty and Integrity
                                                                                                                                                                                                                When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                Code of Conduct
                                                                                                                                                                                                                University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                BUS 1102 Basic Accounting

                                                                                                                                                                                                                UoPeople logo


                                                                                                                                                                                                                BUS 1102: BASIC ACCOUNTING


                                                                                                                                                                                                                Syllabus


                                                                                                                                                                                                                Prerequisites: BUS 1101 Principles of Business Management.


                                                                                                                                                                                                                Course Description: The Basic Accounting course introduces students to financial reporting and financial management concepts and practices. The primary focus of this course is the preparation, use, and analysis of general purpose financial statements in support of the capital market decision-making process. In addition, certain financial accounts concepts related to current assets will be covered.


                                                                                                                                                                                                                Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.


                                                                                                                                                                                                                Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                Learning Objectives and Outcomes:

                                                                                                                                                                                                                By the end of this course students will be able to:

                                                                                                                                                                                                                1. Explain how accounting information is used.
                                                                                                                                                                                                                2. Complete journal entries using the accrual basis of accounting.
                                                                                                                                                                                                                3. Explain the steps of the accounting cycle.
                                                                                                                                                                                                                4. Prepare income statements, statements of owner's equity, and balance sheets using generally accepted accounting principles.
                                                                                                                                                                                                                5. Illustrate accounting for cash, receivables, and inventories and merchandise transactions.

                                                                                                                                                                                                                Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

                                                                                                                                                                                                                Week 1: Unit 1 - Introduction to the Course and Principles of Financial Accounting

                                                                                                                                                                                                                Week 2: Unit 2 - The Accounting Cycle: Analyzing and Recording Transactions

                                                                                                                                                                                                                Week 3: Unit 3 - The Accounting Cycle: Adjusting Entries and Preparing Financial Statements

                                                                                                                                                                                                                Week 4: Unit 4 - Completing the Accounting Cycle: The Closing Process

                                                                                                                                                                                                                Week 5: Unit 5 - Accounting for Merchandising Operations

                                                                                                                                                                                                                Week 6: Unit 6 - Cash and Internal Controls

                                                                                                                                                                                                                Week 7: Unit 7 - Accounting for Receivables

                                                                                                                                                                                                                Week 8: Unit 8 - Inventories and Cost of Goods Sold

                                                                                                                                                                                                                Week 9: Unit 9 - Course Review and Final Exam


                                                                                                                                                                                                                Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                Unit 1: Introduction to the Course and Principles of Financial Accounting

                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal

                                                                                                                                                                                                                Unit 2: The Accounting Cycle: Analyzing and Recording Transactions

                                                                                                                                                                                                                • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal

                                                                                                                                                                                                                Unit 3: The Accounting Cycle: Adjusting Entries and Preparing Financial Statements

                                                                                                                                                                                                                • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal
                                                                                                                                                                                                                • Take the Graded Quiz

                                                                                                                                                                                                                Unit 4: Completing the Accounting Cycle: The Closing Process

                                                                                                                                                                                                                • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal

                                                                                                                                                                                                                Unit 5: Accounting for Merchandising Operations

                                                                                                                                                                                                                • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal

                                                                                                                                                                                                                Unit 6: Cash and Internal Controls

                                                                                                                                                                                                                • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal
                                                                                                                                                                                                                • Take the Graded Quiz

                                                                                                                                                                                                                Unit 7: Accounting for Receivables

                                                                                                                                                                                                                • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal

                                                                                                                                                                                                                Unit 8: Inventories and Cost of Goods Sold

                                                                                                                                                                                                                • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete the Learning Journal
                                                                                                                                                                                                                • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                • Take the Review Quiz

                                                                                                                                                                                                                Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

                                                                                                                                                                                                                Course Requirements:

                                                                                                                                                                                                                Written Assignments & Assessment Forms
                                                                                                                                                                                                                Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                Learning Journal
                                                                                                                                                                                                                Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                Quizzes
                                                                                                                                                                                                                This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

                                                                                                                                                                                                                Final Exam
                                                                                                                                                                                                                The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                Course Forum
                                                                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                Course Policies:

                                                                                                                                                                                                                Grading Components and Weights
                                                                                                                                                                                                                Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                Discussion Assignments 25%
                                                                                                                                                                                                                Written Assignments 25%
                                                                                                                                                                                                                Learning Journals 10%
                                                                                                                                                                                                                Two Graded Quizzes 20% (10% each)
                                                                                                                                                                                                                Final Exam 20%
                                                                                                                                                                                                                TOTAL 100%

                                                                                                                                                                                                                Grading Scale
                                                                                                                                                                                                                This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                Letter Grade
                                                                                                                                                                                                                Grade Scale Grade Points
                                                                                                                                                                                                                A+ 98-100 4.00
                                                                                                                                                                                                                A 93-97 4.00
                                                                                                                                                                                                                A- 90-92 3.67
                                                                                                                                                                                                                B+ 88-89 3.33
                                                                                                                                                                                                                B 83-87 3.00
                                                                                                                                                                                                                B- 80-82 2.67
                                                                                                                                                                                                                C+ 78-79 2.33
                                                                                                                                                                                                                C 73-77 2.00
                                                                                                                                                                                                                C- 70-72 1.67
                                                                                                                                                                                                                D+ 68-69 1.33
                                                                                                                                                                                                                D 63-67 1.00
                                                                                                                                                                                                                D- 60-62 0.67
                                                                                                                                                                                                                F Under 60 0.00

                                                                                                                                                                                                                Grade Appeal
                                                                                                                                                                                                                If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                Participation
                                                                                                                                                                                                                Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                Academic Honesty and Integrity
                                                                                                                                                                                                                When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                Code of Conduct
                                                                                                                                                                                                                University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                BUS 1103 Microeconomics

                                                                                                                                                                                                                UoPeople logo


                                                                                                                                                                                                                BUS 1103  MICROECONOMICS


                                                                                                                                                                                                                Syllabus


                                                                                                                                                                                                                Prerequisites: BUS 1101 Principles of Business Management


                                                                                                                                                                                                                Course Description:


                                                                                                                                                                                                                This is an introductory course in Microeconomics. In this course, we will learn about basic elements of consumer and firm behavior, different market structures and their effects on welfare, and the direct and indirect role of the government in determining economic outcomes.


                                                                                                                                                                                                                Required Textbook and Materials:


                                                                                                                                                                                                                OpenStax EconomicsPrinciples of Economics. OpenStax CNX. May 18, 2016 http://cnx.org/contents/69619d2b-68f0-44b0-b074-a9b2bf90b2c6@11.330

                                                                                                                                                                                                                Software Requirements/Installation

                                                                                                                                                                                                                1. A reliable internet connection
                                                                                                                                                                                                                2. Microsoft Office Suite (including Word and Excel) or Open Office Suite (including Writer and Calc) and a pdf reader.

                                                                                                                                                                                                                Learning Objectives and Outcomes:


                                                                                                                                                                                                                Upon completion of the course, a student will be able to

                                                                                                                                                                                                                1. Apply the critical thinking skill learned in this course to deal with economic problems
                                                                                                                                                                                                                2. Identify the direction of price movements when the market environment changes
                                                                                                                                                                                                                3. Realize the unintended consequences of well meaning government intervention in markets
                                                                                                                                                                                                                4. Identify market structures and its effect on market efficiency
                                                                                                                                                                                                                5. Realize the distinction between equity and efficiency
                                                                                                                                                                                                                6. Active role of the government in situations of market failures

                                                                                                                                                                                                                Course Schedule and Topics


                                                                                                                                                                                                                 This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).


                                                                                                                                                                                                                Unit 1: Introduction to Economic Principles
                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                • Economics as a social science and its applications
                                                                                                                                                                                                                • Difference between micro end macro economics
                                                                                                                                                                                                                • Marginal analysis—economic logic
                                                                                                                                                                                                                • Mathematical Prerequisites: Graphs and slopes
                                                                                                                                                                                                                • Choice under Scarcity: PPF and Opportunity Cost
                                                                                                                                                                                                                • Globalization


                                                                                                                                                                                                                Unit 2: Economic Models: Supply and Demand
                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                • Definition and Example of demand and supply curve.
                                                                                                                                                                                                                • Difference between quantity demanded and demand.
                                                                                                                                                                                                                • Equilibrium; definition and examples.
                                                                                                                                                                                                                • Shifts of the demand and supply curves under environmental changes.
                                                                                                                                                                                                                • Examples of non-equilibrium situations, like price ceiling and price floors.
                                                                                                                                                                                                                • Consumer Surplus
                                                                                                                                                                                                                • Producer Surplus and efficiency
                                                                                                                                                                                                                • Dead weight loss due to taxation

                                                                                                                                                                                                                Unit 3: Elasticity

                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                • Price Elasticity of demand: Definition and examples
                                                                                                                                                                                                                • Income Elasticity, Cross price Elasticity : Definition and examples
                                                                                                                                                                                                                • Price Elasticity of Supply
                                                                                                                                                                                                                • Relationship between Elasticity and revenue and taxation


                                                                                                                                                                                                                Unit 4: Consumer Choices
                                                                                                                                                                                                                Topics: 

                                                                                                                                                                                                                • Introduction to Consumer Choices
                                                                                                                                                                                                                • Total Utility and Diminishing Marginal Utility
                                                                                                                                                                                                                • Choosing with Marginal Utility
                                                                                                                                                                                                                • Utility Maximization Rule
                                                                                                                                                                                                                • How Changes in Income and Prices Affect Consumer Choices
                                                                                                                                                                                                                • Demand Curves and Marginal Utility

                                                                                                                                                                                                                Unit 5: The Theory of the Firm

                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                • Explicit and Implicit Costs, and Accounting and Economic Profit
                                                                                                                                                                                                                • The Structure of Costs in the Short Run
                                                                                                                                                                                                                • The Structure of Costs in the Long Run 

                                                                                                                                                                                                                Unit 6: Market Structures: Perfect Competition and Monopoly
                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                • Perfect competition and the assumptions needed to fulfill the conditions
                                                                                                                                                                                                                • Examples from the real world in competitive markets
                                                                                                                                                                                                                • Profit maximizing conditions in a  competitive market
                                                                                                                                                                                                                • Shut down condition-long run and the short run
                                                                                                                                                                                                                • Relationship between short run supply and marginal cost curve
                                                                                                                                                                                                                • Competitive markets and the Zero Profit condition in the long run
                                                                                                                                                                                                                • Monopolies and the assumptions needed to fulfill the conditions of a monopoly
                                                                                                                                                                                                                • Examples from the real world of monopoly markets and sources of monopoly power
                                                                                                                                                                                                                • Profit maximizing conditions of monopolies
                                                                                                                                                                                                                • Efficiency losses due to monopoly markets

                                                                                                                                                                                                                Unit 7: Monopolistic Competition and Oligopoly

                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                • Other market structures: monopolistic competition, Oligopoly
                                                                                                                                                                                                                • Differences between the three major market structures and the similarities
                                                                                                                                                                                                                • Various models of Oligopoly
                                                                                                                                                                                                                • Examples of monopolistic competition
                                                                                                                                                                                                                • Real-Life examples of the three major market structures

                                                                                                                                                                                                                Unit 8: Poverty and Economic Inequality

                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                • Lorenz Curve and its implications
                                                                                                                                                                                                                • Absolute measures, relative measures of Inequality and their difference
                                                                                                                                                                                                                • Demographics of Poverty and Inequality in the United States
                                                                                                                                                                                                                • Income inequality globally

                                                                                                                                                                                                                Unit 9: Final Exam



                                                                                                                                                                                                                Study Guide


                                                                                                                                                                                                                Unit 1: Introduction to Economic Principles

                                                                                                                                                                                                                • Read the Learning Guide and Professor's Notes.
                                                                                                                                                                                                                • Respond to the Discussion Forum Question.
                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your fellow students.
                                                                                                                                                                                                                • Complete the Self-Quiz.
                                                                                                                                                                                                                • Complete and submit the Written Assignment for Unit 1.
                                                                                                                                                                                                                • Complete Learning Journal Tasks.
                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapters 1 and 2 of the text. (The answers are after Appendix D in the book.) 

                                                                                                                                                                                                                Unit 2: Economic Models: Supply and Demand

                                                                                                                                                                                                                • Peer Assess Unit 1 Written Assignment 
                                                                                                                                                                                                                • Read the Learning Guide and required readings for Unit 2.
                                                                                                                                                                                                                • Respond to the Discussion Forum Question for Unit 2.
                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your fellow students.  
                                                                                                                                                                                                                • Complete and submit the Written Assignment for Unit 2
                                                                                                                                                                                                                • Complete the Self-Quiz for Unit 2.
                                                                                                                                                                                                                • Make entries to the Learning Journal for Unit 2.
                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapters 3 and 4 of the text. (The answers are after Appendix D in the book.) 

                                                                                                                                                                                                                Unit 3: Elasticity

                                                                                                                                                                                                                • Peer-assess Unit 2 Written Assignment  
                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                • Take and submit the Self-Quiz
                                                                                                                                                                                                                • Take and submit the Graded Quiz
                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapter 5 of the text. (The answers are after Appendix D in the book.)

                                                                                                                                                                                                                Unit 4: Consumer Choices

                                                                                                                                                                                                                • Read the Learning Guide and required readings for Unit 4.
                                                                                                                                                                                                                • Respond to the Discussion Forum Question for Unit 4.
                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your fellow students. 
                                                                                                                                                                                                                • Complete and submit the Written Assignment for Unit 4
                                                                                                                                                                                                                • Complete the Self-Quiz for Unit 4.
                                                                                                                                                                                                                • Make entries to the Learning Journal for Unit 4.
                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapter 6 of the text. (The answers are after Appendix D in the book.) Do not hand these in.

                                                                                                                                                                                                                Unit 5: The Theory of the Firm

                                                                                                                                                                                                                • Peer Assess Unit 4 Written Assignment.
                                                                                                                                                                                                                • Read the Learning Guide and required readings for Unit 5.
                                                                                                                                                                                                                • Respond to the Discussion Forum Question for Unit 5.
                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your fellow students.
                                                                                                                                                                                                                • Complete and submit the Written Assignment for Unit 5.
                                                                                                                                                                                                                • Complete the Self-Quiz for Unit 5
                                                                                                                                                                                                                • Make entries to the Learning Journal for Unit 5
                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapter 7 of the text. (The answers are after Appendix D in the book.) Do not hand these in.


                                                                                                                                                                                                                Unit 6:
                                                                                                                                                                                                                 Market Structures: Perfect Competition and Monopoly

                                                                                                                                                                                                                • Peer Assess Unit 5 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and required readings for Unit 6.
                                                                                                                                                                                                                • Respond to the Discussion Forum Question for Unit 6.
                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your fellow students.
                                                                                                                                                                                                                • Complete and submit the Written Assignment for Unit 6
                                                                                                                                                                                                                • Complete the Self-Quiz for Unit 6
                                                                                                                                                                                                                • Complete the Graded Quiz for Unit 6
                                                                                                                                                                                                                • Make entries to the Learning Journal for Unit 6
                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapters 8 and 9 of the text. (The answers are after Appendix D in the book.) Do not hand these in.

                                                                                                                                                                                                                Unit 7: Monopolistic Competition and Oligopoly

                                                                                                                                                                                                                • Peer Assess Unit 6 Written Assignment 
                                                                                                                                                                                                                • Read the Learning Guide and required readings for Unit 7
                                                                                                                                                                                                                • Respond to the Discussion Forum Question for Unit 7
                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your
                                                                                                                                                                                                                • fellow students. 
                                                                                                                                                                                                                • Complete and submit the Written Assignment for Unit 7
                                                                                                                                                                                                                • Complete the Self-Quiz for Unit 7
                                                                                                                                                                                                                • Make entries to the Learning Journal for Unit 7
                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapter 10 of the text. (The answers are after Appendix D in the book.) Do not hand these in.

                                                                                                                                                                                                                 

                                                                                                                                                                                                                Unit 8: Poverty and Economic Inequality

                                                                                                                                                                                                                • Peer Assess Unit 7 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and required readings for Unit 8
                                                                                                                                                                                                                • Respond to the Discussion Forum Question for Unit 8
                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your fellow students.
                                                                                                                                                                                                                • Complete the Self-Quiz for Unit 8
                                                                                                                                                                                                                • Make entries to the Learning Journal for Unit 8
                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapter 14 of the text. (The answers are after Appendix D in the book.) Do not hand these in.


                                                                                                                                                                                                                Unit 9: Final Examination

                                                                                                                                                                                                                • Prepare for and submit the final examination.
                                                                                                                                                                                                                • The final exam will take place in Week 9. (Exact date and other details will be announced.)

                                                                                                                                                                                                                 


                                                                                                                                                                                                                Course Requirements


                                                                                                                                                                                                                Assignments
                                                                                                                                                                                                                There is an Assignment to be completed for each of the study units in this course except for Unit 8. You will be required to upload your assignments by the indicated deadline and in addition, to assess three of your classmates’ assignments according to the instructions provided. Failure to submit assignments may result in failure of the course.

                                                                                                                                                                                                                Discussion Forum
                                                                                                                                                                                                                There are Discussion Forum questions to be completed for each study unit in this course. In each unit, you will be required to post your response to the question in the forum. In addition, you must provide constructive commentary on at least three of your peers’ postings and rate their work between one and five according the guidelines provided.

                                                                                                                                                                                                                Discussion Forums are only active for the relevant learning week and it is not possible to contribute to a discussion forum once the learning week has come to an end. Failure to participate in the Discussion Forums may result in failure of the course.

                                                                                                                                                                                                                Course Forum
                                                                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is monitored by the instructors. It is a good place to meet fellow students taking the same course. While it is not required to participate in this forum, it is highly recommended.

                                                                                                                                                                                                                Classroom Forum
                                                                                                                                                                                                                The Classroom Forum is a small forum available only to students in the same classroom or group. Participation in this forum is an excellent way to get to know your peers and is also a platform for raising issues and questions relating to the course. While it is not required to participate in this forum, it is highly recommended.

                                                                                                                                                                                                                Learning Journal
                                                                                                                                                                                                                The Learning Journal is a tool for self-reflection on the learning process. In addition to completing directed tasks, you should use the Learning Journal to document your activities, record problems you may have encountered and to draft answers for Discussion Forums and Assignments. The Learning Journal should be updated regularly (on a weekly basis), as the learning journals will be assessed by your instructor as part of your Final Grade.

                                                                                                                                                                                                                Quizzes
                                                                                                                                                                                                                For each unit of work, there is a self-quiz consisting of multiple choice and True/False questions.. You will have multiple attempts to take the quiz and improve your results. The results of the self-quiz do not count towards your Final Grade. There are also two graded quizzes in the course, one in Unit 3 and the other in Unit 6 It is recommended that you complete the self-quiz to ensure that you have adequately understood the course materials.

                                                                                                                                                                                                                Final Examination
                                                                                                                                                                                                                The Final Exam will take place during Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically.
                                                                                                                                                                                                                Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.


                                                                                                                                                                                                                Policies


                                                                                                                                                                                                                The University has established the following grading scale. All faculty members are expected to comply with this scale:

                                                                                                                                                                                                                Grade Scale Grade Points
                                                                                                                                                                                                                A+ 98-100 4.00
                                                                                                                                                                                                                A 93-97 4.00
                                                                                                                                                                                                                A- 90-92 3.67
                                                                                                                                                                                                                B+ 88-89 3.33
                                                                                                                                                                                                                B 83-87 3.0
                                                                                                                                                                                                                B- 80-82 2.67
                                                                                                                                                                                                                C+ 78-79 2.33
                                                                                                                                                                                                                C 73-77 2.00
                                                                                                                                                                                                                C- 70-72 1.67
                                                                                                                                                                                                                D+ 68-69 1.33
                                                                                                                                                                                                                D 63-67 1.00
                                                                                                                                                                                                                D- 60-62 0.67
                                                                                                                                                                                                                F Under 60 0.00


                                                                                                                                                                                                                Grades will be based on a standard 100-point scale with the following values and ranges:

                                                                                                                                                                                                                Grading Components and Weights

                                                                                                                                                                                                                Learning Journal 10%
                                                                                                                                                                                                                Written Assignments 25%

                                                                                                                                                                                                                Discussion Forums

                                                                                                                                                                                                                25%

                                                                                                                                                                                                                Graded Quizzes (2)

                                                                                                                                                                                                                20% (10% each)

                                                                                                                                                                                                                Final Exam 20%
                                                                                                                                                                                                                TOTAL 100%


                                                                                                                                                                                                                Grade Appeal
                                                                                                                                                                                                                Final Grades may be appealed when you believe that the grade you have been assigned for a course is unjust or unfair. For more information on the Grade Appeal procedure, please refer to the Student Handbook.

                                                                                                                                                                                                                Participation
                                                                                                                                                                                                                Non-participation is characterized by lack of assignment submission and/or inadequate contribution in discussion forum postings.

                                                                                                                                                                                                                • Assignments must be submitted on or before the deadline. A course time-line is provided in the course schedule. The instructor will specify the deadline for each assignment.
                                                                                                                                                                                                                • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time late assignments will not be accepted, and there will be no make-up assignments. Students should review the Late Assignment Policy appearing in the Student Handbook.

                                                                                                                                                                                                                Any student showing non-participation for 2 weeks (consecutive or non-consecutive) is likely to automatically fail the course.

                                                                                                                                                                                                                All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                Academic Honesty and Integrity

                                                                                                                                                                                                                When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                Code of Conduct
                                                                                                                                                                                                                University of the People expects that students conduct themselves in a respectful, collaborative and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted.

                                                                                                                                                                                                                Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. Please see the Student Handbook for more information.


                                                                                                                                                                                                                BUS 1104 Macroeconomics

                                                                                                                                                                                                                UoPeople logo


                                                                                                                                                                                                                BUS 1104: MACROECONOMICS


                                                                                                                                                                                                                Syllabus


                                                                                                                                                                                                                Prerequisites: BUS 1101: Principles of Business Management


                                                                                                                                                                                                                Course Description: This course provides a solid overview of the field of macroeconomics with the intent to develop a general understanding and appreciation of the factors and methods used to manage macroeconomic policy and the impact of these policies on the global economy. Macroeconomics is oriented largely toward national economic policy. The topics in this course appear regularly in the news. This course will help you to understand how a nation's economy works and how macroeconomic policy impacts a nation's economy. It will help you to judge what policies you, as an informed member of society and participant in the economy, will or will not support.


                                                                                                                                                                                                                Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                • Additionally, students may find the CEO Express website of value for completing their written assignments and for accessing information. It may be accessed via: http://www.ceoexpress.com

                                                                                                                                                                                                                Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                Learning Objectives and Outcomes: By the end of this course students will be able to:

                                                                                                                                                                                                                1. Compare and contrast how a nation’s economy works.
                                                                                                                                                                                                                2. Examine macroeconomic policy issues and the potential and limitations of economic policy.
                                                                                                                                                                                                                3. Evaluate conflicting economic policy proposals.

                                                                                                                                                                                                                Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

                                                                                                                                                                                                                Week 1: Unit 1 - Economics: The Study of Choice. Demand and Supply 

                                                                                                                                                                                                                Week 2: Unit 2 - A Brief History of Macroeconomic Thought and Policy and Macroeconomics: The Big Picture 

                                                                                                                                                                                                                Week 3: Unit 3 - Aggregate Demand and Aggregate Supply and Consumption and Aggregate Expenditures Model 

                                                                                                                                                                                                                Week 4: Unit 4 - Financial Markets and the Economy and Monetary Policy and the Fed 

                                                                                                                                                                                                                Week 5: Unit 5 - Government and Fiscal Policy and Socialist Economies in Transition 

                                                                                                                                                                                                                Week 6: Unit 6 - Economic Growth and Net Exports and International Finance 

                                                                                                                                                                                                                Week 7: Unit 7 - Inflation and Unemployment and Inequality, Poverty, and Discrimination

                                                                                                                                                                                                                Week 8: Unit 8 - Investment and Economic Activity and Economic Development 

                                                                                                                                                                                                                Week 9: Unit 9 - Course Review and Final Exam


                                                                                                                                                                                                                Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                Unit 1: Economics: The Study of Choice, Demand and Supply

                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Collaborative Exercise - Introductory Discussion Post
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates' posts in the Discussion Forum
                                                                                                                                                                                                                • Complete and Submit Unit 1 Written Assignment
                                                                                                                                                                                                                • Complete and Submit the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                Unit 2: A Brief History of Macroeconomic Thought and Policy, and Macroeconomics: The Big Picture 

                                                                                                                                                                                                                • Peer-assess Unit 1 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates' posts in the Discussion Forum
                                                                                                                                                                                                                • Complete and Submit Unit 2 Written Assignment
                                                                                                                                                                                                                • Complete and Submit the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                Unit 3: Aggregate Demand and Aggregate Supply, Consumption and Aggregate Expenditures Model  

                                                                                                                                                                                                                • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit Unit 3 Assignment
                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz
                                                                                                                                                                                                                • Take the Graded Quiz

                                                                                                                                                                                                                Unit 4: Financial Markets and the Economy, Monetary Policy and the Fed 

                                                                                                                                                                                                                • Peer-Assess Unit 3 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates' posts in the Discussion Forum
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                Unit 5: Government and Fiscal Policy and Socialist Economies in Transition

                                                                                                                                                                                                                • Peer-Assess Unit 4 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates' posts in the Discussion Forum
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                Unit 6: Economic Growth, and Net Exports, International Finance 

                                                                                                                                                                                                                • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz
                                                                                                                                                                                                                • Take the Graded Quiz

                                                                                                                                                                                                                Unit 7: Inflation and Unemployment, Inequality, Poverty, and Discrimination 

                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                • Respond to three of your fellow classmates' posts in the Discussion Forum
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Complete and submit  the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                Unit 8: Investment and Economic Activity, and Economic Development 

                                                                                                                                                                                                                • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz
                                                                                                                                                                                                                • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                • Take the Review Quiz

                                                                                                                                                                                                                Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

                                                                                                                                                                                                                Course Requirements:

                                                                                                                                                                                                                Written Assignments & Assessment Forms
                                                                                                                                                                                                                Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course. All written assignments will be assessed on content, as well as the organization and style of the paper.  

                                                                                                                                                                                                                Organization Grading Guidelines: Presentation is very effective and presented in a logical format with a clear beginning, middle and end. There is a clear statement of ideas and smooth transitions. The writer has stated the main idea clearly and has provided relevant details. The main idea is clearly conveyed in a presentation that is highly relevant and interesting. The student provides evidence of thoughtful input. Details are rich and appropriate. Spelling, punctuation and capitalization are virtually always correct.

                                                                                                                                                                                                                Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                Learning Journal
                                                                                                                                                                                                                Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis, because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                Quizzes
                                                                                                                                                                                                                This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.  Each graded quiz has 20-questions and you have 30-minutes to complete it.

                                                                                                                                                                                                                Final Exam
                                                                                                                                                                                                                The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.  The final exam has 40-questions and you will have 50-minutes to complete it. 

                                                                                                                                                                                                                Course Forum
                                                                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors, and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                Course Policies:

                                                                                                                                                                                                                Grading Components and Weights
                                                                                                                                                                                                                Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                Discussion Assignments 25%
                                                                                                                                                                                                                Written Assignments 25%
                                                                                                                                                                                                                Learning Journals 10%
                                                                                                                                                                                                                Two Graded Quizzes 20%(10% each)
                                                                                                                                                                                                                Final Exam 20%
                                                                                                                                                                                                                TOTAL 100%

                                                                                                                                                                                                                Grading Scale
                                                                                                                                                                                                                This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                Letter Grade
                                                                                                                                                                                                                Grade Scale Grade Points
                                                                                                                                                                                                                A+ 98-100 4.00
                                                                                                                                                                                                                A 93-97 4.00
                                                                                                                                                                                                                A- 90-92 3.67
                                                                                                                                                                                                                B+ 88-89 3.33
                                                                                                                                                                                                                B 83-87 3.00
                                                                                                                                                                                                                B- 80-82 2.67
                                                                                                                                                                                                                C+ 78-79 2.33
                                                                                                                                                                                                                C 73-77 2.00
                                                                                                                                                                                                                C- 70-72 1.67
                                                                                                                                                                                                                D+ 68-69 1.33
                                                                                                                                                                                                                D 63-67 1.00
                                                                                                                                                                                                                D- 60-62 0.67
                                                                                                                                                                                                                F Under 60 0.00

                                                                                                                                                                                                                Grade Appeal
                                                                                                                                                                                                                If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                Participation
                                                                                                                                                                                                                Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                Academic Honesty and Integrity
                                                                                                                                                                                                                When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                Code of Conduct
                                                                                                                                                                                                                University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                BUS 1105 Business Communications

                                                                                                                                                                                                                 UoPeople logo


                                                                                                                                                                                                                BUS 1105: Business Communications

                                                                                                                                                                                                                Syllabus

                                                                                                                                                                                                                Prerequisites: None

                                                                                                                                                                                                                Course Description:

                                                                                                                                                                                                                The purpose of this course is to build an understanding of effective uses of English in a business environment and to develop strong core business communication skills. This course will introduce and enhance the varying modes of English communication in the business environment and will also focus on when to use these varying modes, depending on the situation. This course will also give students the tools to function in a cross-cultural, global business environment and will develop an understanding of the best techniques for successful communication in varying business contexts.

                                                                                                                                                                                                                Required Textbook(s) and Material(s):

                                                                                                                                                                                                                UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.
                                                                                                                                                                                                                • McLean, Scott (2010). Business Communication for Success. The Saylor Foundation. Licensed under a Creative Commons Attribution-Non Commercial-Share Alike 3.0 License without attribution as requested by the work’s original creator or licensee. 

                                                                                                                                                                                                                Software Requirements/Installation:

                                                                                                                                                                                                                No special requirements

                                                                                                                                                                                                                Learning Objectives and Outcomes:


                                                                                                                                                                                                                By the end of this course students will be able to: 

                                                                                                                                                                                                                1. Organize and use the most common forms of business communication using today’s standards of proper English. 

                                                                                                                                                                                                                2. Develop a coherent set of verbal and non-verbal communication skills as they relate to effective business communication.

                                                                                                                                                                                                                3. Understand and utilize common methods of intercultural and international business communication skills.

                                                                                                                                                                                                                4. Identify methods of business communication from a group/leadership perspective.


                                                                                                                                                                                                                Course Schedule and Topics:

                                                                                                                                                                                                                This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

                                                                                                                                                                                                                Week 1: Unit 1- Introduction to Business Communication

                                                                                                                                                                                                                Week 2: Unit 2- Delivering your message verbally

                                                                                                                                                                                                                Week 3: Unit 3- Effective Business Writing

                                                                                                                                                                                                                Week 4: Unit 4- Business Writing in Practice

                                                                                                                                                                                                                Week 5: Unit 5- Business Presentations I

                                                                                                                                                                                                                Week 6: Unit 6- Business Presentations II

                                                                                                                                                                                                                Week 7: Unit 7- Intercultural and International Business Communication

                                                                                                                                                                                                                Week 8: Unit 8- Group Communication, Teamwork, and Leadership

                                                                                                                                                                                                                Week 9: Unit 9- Course Review and Final Exam


                                                                                                                                                                                                                Learning Guide:

                                                                                                                                                                                                                The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                Unit 1: Introduction to Business Communication

                                                                                                                                                                                                                 Tasks:

                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                 Unit 2: Delivering your message verbally

                                                                                                                                                                                                                 Tasks:

                                                                                                                                                                                                                • Peer-assess Unit 1 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                 Unit 3: Effective Business Writing

                                                                                                                                                                                                                 Tasks:

                                                                                                                                                                                                                • Peer-assess Unit 2 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                 Unit 4: Business Writing in Practice

                                                                                                                                                                                                                 Tasks:

                                                                                                                                                                                                                • Peer-assess Unit 3 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and      rate in the Discussion Forum)
                                                                                                                                                                                                                • Make entries to the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz
                                                                                                                                                                                                                • Take the Graded Quiz

                                                                                                                                                                                                                 Unit 5: Business Presentations I

                                                                                                                                                                                                                Tasks:

                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                 Unit 6: Business Presentations II

                                                                                                                                                                                                                 Tasks:

                                                                                                                                                                                                                • Peer-assess Unit 5 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                 Unit 7: Intercultural and International Business Communication

                                                                                                                                                                                                                Tasks:

                                                                                                                                                                                                                • Peer-assess Unit 6 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Make entries to the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz
                                                                                                                                                                                                                • Take the Graded Quiz

                                                                                                                                                                                                                 Unit 8: Group Communication, Teamwork, and Leadership

                                                                                                                                                                                                                 Tasks:

                                                                                                                                                                                                                • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal
                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                 Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                 Tasks:

                                                                                                                                                                                                                • Review the course and take the Review Quiz; it will not be included in the final grade
                                                                                                                                                                                                                • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                • The Final Exam will take place during Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

                                                                                                                                                                                                                Course Requirements: 

                                                                                                                                                                                                                Written Assignments & Assessment Forms
                                                                                                                                                                                                                Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                Learning Journal
                                                                                                                                                                                                                Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis, because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                Quizzes

                                                                                                                                                                                                                This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

                                                                                                                                                                                                                Final Exam
                                                                                                                                                                                                                The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                Course Forum
                                                                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors, and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                Course Policies: 

                                                                                                                                                                                                                Grading Components and Weights
                                                                                                                                                                                                                Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                Discussion Assignments

                                                                                                                                                                                                                10%

                                                                                                                                                                                                                Written Assignments

                                                                                                                                                                                                                10%

                                                                                                                                                                                                                Learning Journals 

                                                                                                                                                                                                                10%

                                                                                                                                                                                                                Graded Quizzes

                                                                                                                                                                                                                40%(20% each)

                                                                                                                                                                                                                Final Exam

                                                                                                                                                                                                                30%

                                                                                                                                                                                                                TOTAL

                                                                                                                                                                                                                100%

                                                                                                                                                                                                                 Grading Scale

                                                                                                                                                                                                                This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                Letter Grade

                                                                                                                                                                                                                Grade Scale

                                                                                                                                                                                                                Grade Points

                                                                                                                                                                                                                A+

                                                                                                                                                                                                                98-100

                                                                                                                                                                                                                4.00

                                                                                                                                                                                                                A

                                                                                                                                                                                                                93-97

                                                                                                                                                                                                                4.00

                                                                                                                                                                                                                A-

                                                                                                                                                                                                                90-92

                                                                                                                                                                                                                3.67

                                                                                                                                                                                                                B+

                                                                                                                                                                                                                88-89

                                                                                                                                                                                                                3.33

                                                                                                                                                                                                                B

                                                                                                                                                                                                                83-87

                                                                                                                                                                                                                3.00

                                                                                                                                                                                                                B-

                                                                                                                                                                                                                80-82

                                                                                                                                                                                                                2.67

                                                                                                                                                                                                                C+

                                                                                                                                                                                                                78-79

                                                                                                                                                                                                                2.33

                                                                                                                                                                                                                C

                                                                                                                                                                                                                73-77

                                                                                                                                                                                                                2.00

                                                                                                                                                                                                                C-

                                                                                                                                                                                                                70-72

                                                                                                                                                                                                                1.67

                                                                                                                                                                                                                D+

                                                                                                                                                                                                                68-69

                                                                                                                                                                                                                1.33

                                                                                                                                                                                                                D

                                                                                                                                                                                                                63-67

                                                                                                                                                                                                                1.00

                                                                                                                                                                                                                D-

                                                                                                                                                                                                                60-62

                                                                                                                                                                                                                0.67

                                                                                                                                                                                                                F

                                                                                                                                                                                                                Under 60

                                                                                                                                                                                                                0.00

                                                                                                                                                                                                                 Grade Appeal
                                                                                                                                                                                                                If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                Participation
                                                                                                                                                                                                                Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                 Academic Honesty and Integrity
                                                                                                                                                                                                                When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                Code of Conduct
                                                                                                                                                                                                                University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                 

                                                                                                                                                                                                                BUS 2201 Principles of Marketing

                                                                                                                                                                                                                UoPeople logo


                                                                                                                                                                                                                BUS 2201 PRINCIPLES OF MARKETING


                                                                                                                                                                                                                Syllabus


                                                                                                                                                                                                                Prerequisites: BUS 1101 Principles of Business Management


                                                                                                                                                                                                                Course Description:


                                                                                                                                                                                                                This course provides an introduction to the field of marketing with the intent to develop a general understanding and appreciation of the factors and methods involved in marketing a variety of goods and services. Topics include consumer needs, segmentation, target marketing, positioning, pricing, distributing and promoting goods and services. Emphasis is placed on the integration of marketing principles into an organized approach for decision-making.


                                                                                                                                                                                                                Required Textbook and Materials:


                                                                                                                                                                                                                UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                PDF available here.

                                                                                                                                                                                                                Additionally, students may find the CEO Express website of value for completing their written assignments and for accessing information: http://www.ceoexpress.com


                                                                                                                                                                                                                Software Requirements/Installation


                                                                                                                                                                                                                If you have your own computer, it is recommended that you download and install the OpenOffice Suite. It may be accessed via http://www.openoffice.org/. If you are accessing the Internet from a shared computer (for instance, a computer at a library or Internet cafe), please use Google Docs instead. You may sign up for a free Google account at http://docs.google.com. All written assignments may be completed using one of these two free resources.

                                                                                                                                                                                                                Learning Objectives and Outcomes:


                                                                                                                                                                                                                By the end of this course students will be able to:

                                                                                                                                                                                                                1. Demonstrate the ability to identify and intelligently discuss the role of marketing in the global economy, society and the individualized organization.
                                                                                                                                                                                                                2. Explain consumer and business buying behaviors and the challenges of marketing in a consumer-oriented society.
                                                                                                                                                                                                                3. Understand the components of the marketing mix, the marketing concept, segmenting, targeting and positioning, integrated marketing communication strategies.
                                                                                                                                                                                                                4. Demonstrate how to manage marketing and communication efforts in order to promote the continued growth of the individualized organization.



                                                                                                                                                                                                                Course Schedule and Topics


                                                                                                                                                                                                                This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9


                                                                                                                                                                                                                Unit 1 Week 1- Introduction to the Course
                                                                                                                                                                                                                Unit 2 Week 2-
                                                                                                                                                                                                                Strategy and Planning
                                                                                                                                                                                                                Unit 3 Week 3-
                                                                                                                                                                                                                Consumer and Business Buying Behaviour
                                                                                                                                                                                                                Unit 4 Week 4-
                                                                                                                                                                                                                Creating Developing and Managing Offerings
                                                                                                                                                                                                                Unit 5 Week 5-
                                                                                                                                                                                                                Segmenting, Targeting, Positioning, Advertising and Integrated Marketing Communications
                                                                                                                                                                                                                Unit 6 Week 6-
                                                                                                                                                                                                                Marketing Channels and the Supply Chain as a Means of Creating Value for Customers
                                                                                                                                                                                                                Unit 7 Week 7-
                                                                                                                                                                                                                Public Relations, Sales Promotion and Professional Selling
                                                                                                                                                                                                                Unit 8 Week 8-
                                                                                                                                                                                                                Customer Satisfaction, Loyalty, Empowerment and Price
                                                                                                                                                                                                                Unit 9 Week 9-
                                                                                                                                                                                                                Course Summary, Review and Final Examination



                                                                                                                                                                                                                Learning  Guide


                                                                                                                                                                                                                The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                Unit 1: Introduction to the Course

                                                                                                                                                                                                                • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                • Take the Self-Quiz
                                                                                                                                                                                                                • Participate in the Discussion Forum (Post, Comment and Rate)
                                                                                                                                                                                                                • Complete and submit Unit 1 Assignment
                                                                                                                                                                                                                • Make entries to the Learning Journal


                                                                                                                                                                                                                Unit 2: Strategy and Planning

                                                                                                                                                                                                                • Peer-Assess the Unit 1 Assignment
                                                                                                                                                                                                                • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                • Take the Self-Quiz
                                                                                                                                                                                                                • Participate in the discussion forum (Post, Comment and Rate)
                                                                                                                                                                                                                • Make entries to the Learning Journal


                                                                                                                                                                                                                Unit 3: Consumer and Business Buying Behaviour

                                                                                                                                                                                                                • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                • Participate in the discussion forum (Post, Comment and Rate)
                                                                                                                                                                                                                • Make entries to the Learning Journal
                                                                                                                                                                                                                • Take the Graded Quiz


                                                                                                                                                                                                                Unit 4: Creating Developing and Managing Offerings

                                                                                                                                                                                                                  • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                  • Participate in the discussion forum (Post, Comment and Rate)
                                                                                                                                                                                                                  • Complete and submit Unit 4 Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz


                                                                                                                                                                                                                  Unit 5: Segmenting, Targeting, Positioning, Advertising and Integrated Marketing Communications

                                                                                                                                                                                                                  • Peer-Assess the Unit 4 Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                  • Participate in the discussion forum (Post, Comment and Rate)
                                                                                                                                                                                                                  • Complete and submit Unit 5 assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 6: Marketing Channels and the Supply Chain as a Means of Creating Value for Customers

                                                                                                                                                                                                                  • Peer-Assess the Unit 5 Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                  • Participate in the discussion forum (Post, Comment and Rate)
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Graded quiz


                                                                                                                                                                                                                  Unit 7: Public Relations, Sales Promotion and Professional Selling

                                                                                                                                                                                                                  • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                  • Participate in the discussion forum (Post, Comment and Rate)
                                                                                                                                                                                                                  • Complete and submit Unit 7 Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz


                                                                                                                                                                                                                  Unit 8: Customer Satisfaction, Loyalty, Empowerment and Price

                                                                                                                                                                                                                  • Peer-Assess the Unit 7 Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                  • Participate in the discussion forum (Post, Comment and Rate)
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                  • Take the Review Quiz

                                                                                                                                                                                                                  Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                  • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                  • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                  • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor


                                                                                                                                                                                                                  Course Requirements


                                                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                                                  Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                  Learning Journal
                                                                                                                                                                                                                  Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis, because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                  Quizzes
                                                                                                                                                                                                                  This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

                                                                                                                                                                                                                  Final Exam
                                                                                                                                                                                                                  The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                  The Final Exam for this course must be done under the supervision of a proctor. Since you already secured your proctor before registering for this course, this is a reminder that you should coordinate with him/her before you take the exam. Please note, you will not be permitted to change proctors during the course. As a reminder, students are required to successfully complete proctored exams spaced throughout their program of study at UoPeople, in order to verify the student’s identity in confirming a degree and diploma upon graduation.

                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors, and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                   


                                                                                                                                                                                                                  Course Policies


                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                  Discussion Assignments 10%
                                                                                                                                                                                                                  Written Assignments 20%
                                                                                                                                                                                                                  Learning Journals 10%
                                                                                                                                                                                                                  Two Graded Quizzes 30%
                                                                                                                                                                                                                  Final Exam 30%
                                                                                                                                                                                                                  TOTAL 100%

                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                  C- 70-72 1.67
                                                                                                                                                                                                                  D+ 68-69 1.33
                                                                                                                                                                                                                  D 63-67 1.00
                                                                                                                                                                                                                  D- 60-62 0.67
                                                                                                                                                                                                                  F Under 60 0.00

                                                                                                                                                                                                                  Grade Appeal
                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                  BUS 2202 E-Commerce

                                                                                                                                                                                                                  UoPeople logo


                                                                                                                                                                                                                  BUS 2202: E-COMMERCE


                                                                                                                                                                                                                  Syllabus


                                                                                                                                                                                                                  Prerequisites: BUS 1101: Principles of Business Management
                                                                                                                                                                                                                  Recommended: BUS 2201: Principles of Marketing


                                                                                                                                                                                                                  Course DescriptionThis course serves as an introduction to internet based business models (i.e., e-commerce) in organizations. The study of this field will assist students in recognizing opportunities and overcoming challenges in online business transactions. Topics include e-commerce management, use of information systems and integration with human resources, knowledge management strategies, e-marketing and relationships between the internet, government, and society.


                                                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                  Gelbstein, E. (2013). Information Security for Non-Technical Managers.  Bookboon.

                                                                                                                                                                                                                  Gottschalk, P. (2010).  Policing Cyber Crime. Bookboon.

                                                                                                                                                                                                                  James, F. & Durham, H. (2013).  50 Shades of Digital Marketing. Bookboon. 

                                                                                                                                                                                                                  Kustron, K. G. (2015). Internet and Technology Law: A U.S. Perspective. Bookboon.

                                                                                                                                                                                                                  Kutz, M. (2016). Introduction to Electronic Commerce: Combining Business and Information Technology. Bookboon.com.

                                                                                                                                                                                                                  Morgan, G. & Gurnwe, C. (2011)  Pay Per Click Advertising. Bookboon.

                                                                                                                                                                                                                  N.A (2012). eMarketing: Online Marketing Essentials. Licensed under a Creative Commons by-nc-sa 3.0 license. Retrieved from: https://open.umn.edu/opentextbooks/BookDetail.aspx?bookId=14

                                                                                                                                                                                                                  Nielson, C. & Lund, M. (2013).   The Basics of Business Models. Bookboon.

                                                                                                                                                                                                                  Pateman, N. & Holt, D. (2011).  Inbound Marketing. Bookboon.

                                                                                                                                                                                                                  Sachs, M. and McHaney, R. (2016). Web 2.0 and Social Media: Business in a Connected World. Bookboon.com.

                                                                                                                                                                                                                  Watson, R.T., Berthon, P., Pitt, L. F. & Zinkham, G. M.  (2008).  Electronic Commerce: The Strategic Perspective.  Global Text Project. Licensed under a Creative Commons Attribution 3.0 License.

                                                                                                                                                                                                                  The texts above can be found in this archive.

                                                                                                                                                                                                                  Articles (Unit 3)

                                                                                                                                                                                                                  Anderson, M., Harter, G., Hagen, H., Plenge, S. (2011).  The Rise of Social Apponomics: How Social Media and Apps are Transforming E-Commerce.  Booz & Company.  Retrieved from: https://www.strategyand.pwc.com/media/uploads/The_Rise_of_Social_Apponomics.pdf 

                                                                                                                                                                                                                  Oyza, I. and Edwin, A. (2015). Effectiveness of Social Media Networks as a Strategic Tool for Organizational Marketing Management.   Journal of Internet Banking and Commerce S2:006.  Retrieved from: http://www.icommercecentral.com/open-access/effectiveness-of-social-media-networks-as-a-strategic-tool-for-organizational-marketing-management.php?aid=66382

                                                                                                                                                                                                                  Sayre, K. (2013). How to Approach Social-Media Marketing. The Boston Consulting Group. Retrieved from: https://www.bcgperspectives.com/content/commentary/marketing_digital_economy_how_to_approach_social_media_commerce/



                                                                                                                                                                                                                  Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                  Learning Objectives and Outcomes:

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

                                                                                                                                                                                                                  1. Examine the transformative impact of the Internet on business.
                                                                                                                                                                                                                  2. Analyze what makes virtual business processes user-friendly.
                                                                                                                                                                                                                  3. Evaluate how markets change as more consumers migrate online.
                                                                                                                                                                                                                  4. Assess principles for protecting digital intellectual property.

                                                                                                                                                                                                                  Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

                                                                                                                                                                                                                  Unit 1: Week 1 - Introduction to E-Commerce

                                                                                                                                                                                                                  Unit 2: Week 2 - Business Models used in E-Commerce

                                                                                                                                                                                                                  Unit 3: Week 3 - Digital Design

                                                                                                                                                                                                                  Unit 4: Week 4 - Web Analytics and Metrics

                                                                                                                                                                                                                  Unit 5: Week 5 - Digital Markets, Servicing, Dynamic Pricing and Electronic Payments

                                                                                                                                                                                                                  Unit 6: Week 6 - Social Media and Business

                                                                                                                                                                                                                  Unit 7: Week 7 - Internet Trust, Security, and Privacy

                                                                                                                                                                                                                  Unit 8: Week 8 - Internet Law

                                                                                                                                                                                                                  Unit 9: Week 9 - Course Review and Final Exam


                                                                                                                                                                                                                  Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                  Unit 1: Introduction to E-Commerce

                                                                                                                                                                                                                  • Post a self-introduction in the Course Forum and meet your classmates
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 2: Business Models used in E-Commerce

                                                                                                                                                                                                                  • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 3: Digital Design

                                                                                                                                                                                                                  • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                  Unit 4: Web Analytics and Metrics

                                                                                                                                                                                                                  • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 5: Digital Markets, Auctions, Servicing, and Dynamic Pricing

                                                                                                                                                                                                                  • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 6: Social Media and Business

                                                                                                                                                                                                                  • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                  Unit 7: Internet Trust, Security, and Privacy

                                                                                                                                                                                                                  • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 8: Internet Law

                                                                                                                                                                                                                  • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Complete and submit the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                  • Take the Review Quiz
                                                                                                                                                                                                                  • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                  Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                  • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                  • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                  • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time)

                                                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                                                  Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                  Learning Journal
                                                                                                                                                                                                                  Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis, because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                  Quizzes
                                                                                                                                                                                                                  This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

                                                                                                                                                                                                                  Final Exam

                                                                                                                                                                                                                  The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                  The Final Exam for this course must be done under the supervision of a proctor. Since you already secured your proctor before registering for this course, this is a reminder that you should coordinate with him/her before you take the exam. Please note, you will not be permitted to change proctors during the course. As a reminder, students are required to successfully complete proctored exams spaced throughout their program of study at UoPeople, in order to verify the student’s identity in confirming a degree and diploma upon graduation.

                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                  Discussion Assignments 20%
                                                                                                                                                                                                                  Written Assignments 20%
                                                                                                                                                                                                                  Learning Journals 10%
                                                                                                                                                                                                                  Two Graded Quizzes 20% (10% each)
                                                                                                                                                                                                                  Final Exam 30%
                                                                                                                                                                                                                  TOTAL 100%


                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                  C- 70-72 1.67
                                                                                                                                                                                                                  D+ 68-69 1.33
                                                                                                                                                                                                                  D 63-67 1.00
                                                                                                                                                                                                                  D- 60-62 0.67
                                                                                                                                                                                                                  F Under 60 0.00


                                                                                                                                                                                                                  Grade Appeal

                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                  BUS 2203 Principles of Finance 1

                                                                                                                                                                                                                  UoPeople logo

                                                                                                                                                                                                                  BUS 2203 Principles of Finance 1


                                                                                                                                                                                                                  Syllabus


                                                                                                                                                                                                                  Prerequisites: BUS 1102 Basic Accounting.


                                                                                                                                                                                                                  Course Description:


                                                                                                                                                                                                                  Principles of Finance 1 provides a broad understanding of basic principles in the area of finance. The course introduces techniques for effective financial decision-making and helping managers to maximize shareholders’ wealth. The course covers topics related to the operation of financial markets and banking systems and the problems of financing and investment decisions and provides a theoretical background for critical and productive thinking.


                                                                                                                                                                                                                  Required Textbook and Materials:


                                                                                                                                                                                                                  UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                  Wright, R.E. & Quadrini, V. (2009). Money and Banking. Saylor Foundation.  Licensed under Creative Commons Attribution-NonCommercial-ShareAlike CC BY-NC-SA 3.0 license.  Available from: https://www.saylor.org/site/textbooks/Money%20and%20Banking.pdf


                                                                                                                                                                                                                  The textbook is available in pdf format on the course homepage.


                                                                                                                                                                                                                  Financial Calculator
                                                                                                                                                                                                                  For your convenience a financial calculator is strongly recommended. Any financial calculator is acceptable. A good, freely accessible, online financial calculator can be found at http://www.calculator.net/finance-calculator.html.


                                                                                                                                                                                                                  Software Requirements/Installation


                                                                                                                                                                                                                  No special requirements.


                                                                                                                                                                                                                  Learning Objectives and Outcomes:


                                                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                                                  1. Understand the general framework of financial concepts
                                                                                                                                                                                                                  2. Examine how decision-making increases firm value
                                                                                                                                                                                                                  3. Valuate an investment
                                                                                                                                                                                                                  4. Explain the Risk-Return tradeoff
                                                                                                                                                                                                                  5. Analyze how financial decisions affect the bottom line

                                                                                                                                                                                                                  Course Schedule and Topics


                                                                                                                                                                                                                  This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).


                                                                                                                                                                                                                  Unit 1 Week 1- Financial World and Money
                                                                                                                                                                                                                  Unit 2 Week 2- Interest Rates
                                                                                                                                                                                                                  Unit 3 Week 3- Financial Structure
                                                                                                                                                                                                                  Unit 4 Week 4- Banking
                                                                                                                                                                                                                  Unit 5 Week 5- Financial Crisis and Regulation
                                                                                                                                                                                                                  Unit 6 Week 6- Monetary Policy Tools
                                                                                                                                                                                                                  Unit 7 Week 7- IS-LM Model
                                                                                                                                                                                                                  Unit 8 Week 8- Advanced Financial Topics
                                                                                                                                                                                                                  Unit 9 Week 9- Final Examination


                                                                                                                                                                                                                  Learning Guide


                                                                                                                                                                                                                  Unit 1: Financial World and Money

                                                                                                                                                                                                                  • Read Chapters 1, 2, 3 from the Textbook
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment and rate)
                                                                                                                                                                                                                  • Complete and submit Unit 1 Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 2: Interest Rates

                                                                                                                                                                                                                  • Peer-Assess Unit 1 Written Assignment
                                                                                                                                                                                                                  • Read Chapters 4, 5, 6 from the Textbook
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment and rate)
                                                                                                                                                                                                                  • Complete and submit Unit 2 Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 3: Financial Structure

                                                                                                                                                                                                                  • Peer-Assess Unit 2 Written Assignment
                                                                                                                                                                                                                  • Read Chapters 7, 8 from the Textbook
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment and rate)
                                                                                                                                                                                                                  • Complete and submit Unit 3 Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                  Unit 4: Banking

                                                                                                                                                                                                                  • Peer-Assess Unit 3 Written Assignment
                                                                                                                                                                                                                  • Read Chapter 9,10 from the Textbook
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment and rate)
                                                                                                                                                                                                                  • Complete and submit Unit 4 Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 5: Financial Crisis and Regulation

                                                                                                                                                                                                                  • Peer-Assess Unit 4 Written Assignment
                                                                                                                                                                                                                  • Read Chapters 11,12,13 from the Textbook
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment and rate)
                                                                                                                                                                                                                  • Complete and submit Unit 5 Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 6: Monetary Policy Tools

                                                                                                                                                                                                                  • Peer-Assess Unit 5 Written Assignment
                                                                                                                                                                                                                  • Read Chapters 14,15,16,17,18 from the Textbook
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment and rate)
                                                                                                                                                                                                                  • Complete and submit Unit 6 Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                  Unit 7: IS-LM Model

                                                                                                                                                                                                                  • Peer-Assess Unit 6 Written Assignment
                                                                                                                                                                                                                  • Read Chapters 19, 20, 21, 22 from the Textbook
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment and rate)
                                                                                                                                                                                                                  • Complete and submit Unit 7 Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 8: Advanced Financial Topics

                                                                                                                                                                                                                  • Peer-Assess Unit 7 Written Assignment
                                                                                                                                                                                                                  • Read Chapters 23, 24, 25, 26 from the Textbook
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment and rate)
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                  • Take the Review Quiz

                                                                                                                                                                                                                  Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                  • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                  • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                  • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

                                                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                                                  Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                  Learning Journal
                                                                                                                                                                                                                  Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis, because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                  Quizzes
                                                                                                                                                                                                                  This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

                                                                                                                                                                                                                  Final Exam 

                                                                                                                                                                                                                  The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors, and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                  Discussion Assignments 25%
                                                                                                                                                                                                                  Written Assignments 25%
                                                                                                                                                                                                                  Learning Journals 10%
                                                                                                                                                                                                                  Two Graded Quizzes 20% (10% each)
                                                                                                                                                                                                                  Final Exam 20%
                                                                                                                                                                                                                  TOTAL 100%

                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                  C- 70-72 1.67
                                                                                                                                                                                                                  D+ 68-69 1.33
                                                                                                                                                                                                                  D 63-67 1.00
                                                                                                                                                                                                                  D- 60-62 0.67
                                                                                                                                                                                                                  F Under 60 0.00

                                                                                                                                                                                                                  Grade Appeal
                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                  BUS 2204 Personal Finance

                                                                                                                                                                                                                  UoPeople logo


                                                                                                                                                                                                                  BUS 2204 PERSONAL FINANCE


                                                                                                                                                                                                                  Syllabus


                                                                                                                                                                                                                  Prerequisites: BUS 1101 Principles of Business Management


                                                                                                                                                                                                                  Course Description:
                                                                                                                                                                                                                  This course provides a practical overview of personal finance management with the intent to provide students with the knowledge and skills to manage their personal finances effectively, in order to ultimately attain financial security. Emphasis will be placed on the development of personal financial management skills. Areas of study will include financial planning, budgets, basic finance and financial statements, credit management, savings, personal risk management, insurance, retirement planning, and investments.


                                                                                                                                                                                                                  Required Textbook and Materials:


                                                                                                                                                                                                                  UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides

                                                                                                                                                                                                                  Siegal, R. & Yacht, C. (2009). Personal Finance. Saylor Foundation. Licensed under Creative Commons CC BY-NC-SA 3.0.

                                                                                                                                                                                                                  Individual Chapter downloads from the course homepage in the Textbook folder.

                                                                                                                                                                                                                  Financial Calculator
                                                                                                                                                                                                                  For your convenience, a financial calculator is strongly recommended. Any financial calculator is acceptable. A good, freely accessible, online financial calculator can be found at http://www.calculator.net/finance-calculator.html.


                                                                                                                                                                                                                  Software Requirements/Installation


                                                                                                                                                                                                                  None


                                                                                                                                                                                                                  Learning Objectives and Outcomes:


                                                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                                                  1. Apply the basic skills, knowledge, and context required for personal financial planning and for making personal financial decisions.
                                                                                                                                                                                                                  2. Explain the concept of time value of money and calculate present value, future value and periodic payments.
                                                                                                                                                                                                                  3. Demonstrate decision-making skills useful in making major consumer purchases such as a home or automobile.
                                                                                                                                                                                                                  4. Evaluate elements of risk in the management of personal finances and determine the appropriate methods to reduce personal risks through insurance and retirement.
                                                                                                                                                                                                                  5. Demonstrate an understanding of the need to build wealth through the right investment programs (such as Bonds, Stock, Mutual Funds, Commodities, Real Estate, and Collectibles).


                                                                                                                                                                                                                  Course Schedule and Topics


                                                                                                                                                                                                                  This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).


                                                                                                                                                                                                                  Week 1: Unit 1- Personal Financial Planning
                                                                                                                                                                                                                  Week 2: Unit 2-
                                                                                                                                                                                                                  Basic Finance and Financial Statements
                                                                                                                                                                                                                  Week 3: Unit 3-
                                                                                                                                                                                                                  Evaluating Choices: Time, Risk, & Value
                                                                                                                                                                                                                  Week 4: Unit 4-
                                                                                                                                                                                                                  Financial Plans: Budgets
                                                                                                                                                                                                                  Week 5: Unit 5-
                                                                                                                                                                                                                  Consumers Strategies
                                                                                                                                                                                                                  Week 6: Unit 6-
                                                                                                                                                                                                                  Personal Risk Management: Insurance and Retirement Planning
                                                                                                                                                                                                                  Week 7: Unit 7-
                                                                                                                                                                                                                  Investing Basics
                                                                                                                                                                                                                  Week 8: Unit 8-
                                                                                                                                                                                                                  Investing in Mutual Funds, Commodities, Real Estate, & Collectibles
                                                                                                                                                                                                                  Week 9: Unit 9-
                                                                                                                                                                                                                  Final Examination


                                                                                                                                                                                                                  Learning Guide


                                                                                                                                                                                                                  The following is an outline of how this course will be conducted, with suggested best practices for students.


                                                                                                                                                                                                                  Unit 1: Personal Financial Planning

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit Unit 1 Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz


                                                                                                                                                                                                                  Unit 2: Basic Finance and Financial Statements

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Peer-assess Unit 1 Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit Unit 2 Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz


                                                                                                                                                                                                                  Unit 3: Evaluating Choices: Time, Risk, & Value

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Peer-assess Unit 2 Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Graded Quiz


                                                                                                                                                                                                                  Unit 4: Financial Plans: Budgets

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit Unit 4 Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz


                                                                                                                                                                                                                  Unit 5: Consumer Strategies

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Peer-assess Unit 4 Assignments
                                                                                                                                                                                                                  • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit Unit 5 assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz


                                                                                                                                                                                                                  Unit 6: Personal Risk Management: Insurance and Retirement Planning

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Peer-assess Unit 5 Assignments
                                                                                                                                                                                                                  • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Graded Quiz


                                                                                                                                                                                                                  Unit 7: Investing Basics

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit Unit 7 Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz


                                                                                                                                                                                                                  Unit 8: Investing in Mutual Funds, Commodities, Real Estate, & Collectibles

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Peer-assess Unit 7 Assignments
                                                                                                                                                                                                                  • Read the Learning Guide and external Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                  • Take the Review Quiz

                                                                                                                                                                                                                   

                                                                                                                                                                                                                  Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                  • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                  • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                  • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

                                                                                                                                                                                                                  Course Requirements


                                                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                                                  Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                  Learning Journal
                                                                                                                                                                                                                  Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis, because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                  Quizzes
                                                                                                                                                                                                                  This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

                                                                                                                                                                                                                  Final Exam

                                                                                                                                                                                                                  The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                  Course Forum

                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors, and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                  Discussion Assignments 10%
                                                                                                                                                                                                                  Written Assignments 10%
                                                                                                                                                                                                                  Learning Journals 10%
                                                                                                                                                                                                                  Two Graded Quizzes 40%(20% each)
                                                                                                                                                                                                                  Final Exam 30%
                                                                                                                                                                                                                  TOTAL 100%

                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                  C- 70-72 1.67
                                                                                                                                                                                                                  D+ 68-69 1.33
                                                                                                                                                                                                                  D 63-67 1.00
                                                                                                                                                                                                                  D- 60-62 0.67
                                                                                                                                                                                                                  F Under 60 0.00


                                                                                                                                                                                                                  Grade Appeal
                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                   

                                                                                                                                                                                                                  BUS 2207 Multinational Management

                                                                                                                                                                                                                  UoPeople logo


                                                                                                                                                                                                                  BUS 2207 - MULTINATIONAL MANAGEMENT


                                                                                                                                                                                                                  Syllabus


                                                                                                                                                                                                                  Prerequisites: BUS 2201 Principles of Marketing


                                                                                                                                                                                                                  Course Description:


                                                                                                                                                                                                                  This Course provides an examination and analysis of multinational management functions and processes including planning, organizing, leading, and controlling across cultures and borders in globally diverse environments and organizations. Topics include cross-cultural strategic planning, leadership, and human resource management.


                                                                                                                                                                                                                  Required Textbook and Materials:


                                                                                                                                                                                                                  See each Unit for required Readings (links to download material provided in each Unit)

                                                                                                                                                                                                                  Some of the materials for this course can be found in this archive.


                                                                                                                                                                                                                  Software Requirements/Installation


                                                                                                                                                                                                                  No special requirements


                                                                                                                                                                                                                  Learning Objectives and Outcomes:


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

                                                                                                                                                                                                                  1. Accurately identify and use the foundations, concepts, and principles of multinational management.
                                                                                                                                                                                                                  2. Apply concepts of cultural awareness to personal context and local work situations.
                                                                                                                                                                                                                  3. Demonstrate business communication skills.
                                                                                                                                                                                                                  4. Identify and explain the mutual impacts of business interactions between developed and developing countries.
                                                                                                                                                                                                                  5. Identify and assess the risks associated with an international business venture.

                                                                                                                                                                                                                  Course Schedule and Topics


                                                                                                                                                                                                                  This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).


                                                                                                                                                                                                                  Week 1: Unit 1 Multinational Management in a Multinational Company in a Multinational/Global Economy
                                                                                                                                                                                                                  Week 2: Unit 2 National Culture (part 1)
                                                                                                                                                                                                                  Week 3: Unit 3 National Culture (part 2)
                                                                                                                                                                                                                  Week 4: Unit 4 Communication
                                                                                                                                                                                                                  Week 5: Unit 5 Managing People in a Multinational Setting (part 1)
                                                                                                                                                                                                                  Week 6: Unit 6 Managing People in a Multinational Setting (part 2)
                                                                                                                                                                                                                  Week 7: Unit 7 Expansion Strategy and Risk Management
                                                                                                                                                                                                                  Week 8: Unit 8 Ethics and Corporate Responsibility in a Multinational Setting
                                                                                                                                                                                                                  Week 9: Unit 9 Review and Final Exam


                                                                                                                                                                                                                  Learning Guide


                                                                                                                                                                                                                  The following is an outline of how this course will be conducted, with suggested best practices for students.


                                                                                                                                                                                                                  Unit 1: Multinational Management in a Multinational Company in a Multinational/Global Economy

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment's six readings
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment, and rate) - You may use the additional resources for material
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  • Multinational Management in a Changing World (Cullen, Parboteeah, 2008)
                                                                                                                                                                                                                  • Globalization: opportunities and threats to developing country business (Malamud, Rotenberg, 2010 - OER)
                                                                                                                                                                                                                  • BBC lecture - Globalization (Giddens, 1999) (Text or Audio)
                                                                                                                                                                                                                  • Managing Across Borders: New Strategic Requirements (Bartlett, Gbosbal, 1987)
                                                                                                                                                                                                                  • How Flat is the World? (Hult, 2007)
                                                                                                                                                                                                                  • Running a Global Corporation (Hult, 2008)

                                                                                                                                                                                                                  Unit 2: National Culture (part 1)

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Peer-assess Unit 1 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment's four readings
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment, and rate) - You can use the additional resources for material
                                                                                                                                                                                                                  • Make entries to the Learning Journal

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  • How to Detect Cultural Differences (OER)
                                                                                                                                                                                                                  • Dimensions of National Culture (Hofstede)
                                                                                                                                                                                                                  • Cultural Intelligence: A concept for bridging and benefiting from cultural differences (Plum, 2007)
                                                                                                                                                                                                                  • Cultural Dimensions in Management and Planning (Hofstede, 1984)

                                                                                                                                                                                                                  Unit 3: National Culture (part 2)

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment's three readings
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment, and rate) - You can use the additional resources for material
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take Graded Quiz 1

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  • When Cultures Collide - Chapter 6 - Manners and Mannerisms (Lewis, 2005) pp. 81-97
                                                                                                                                                                                                                  • The Basis of Cultural differences in Nonverbal Communication (Andersen)
                                                                                                                                                                                                                  • Exploring More than 24 Hours a Day (Kaufman, Lane, Lindquist, 1991)

                                                                                                                                                                                                                  Unit 4: Communication

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment's six readings
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment, and rate) - You can use the additional resources for material
                                                                                                                                                                                                                  • Make entries to the Learning Journal

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  • How does our Language Shape the Way We Think? (Boroditsky, 2009)
                                                                                                                                                                                                                  • When Cultures Collide - Bridging the Communication Gap (Lewis, 2005) - pp. 63-79
                                                                                                                                                                                                                  • Richard Lewis Communication model
                                                                                                                                                                                                                  • Communication Patterns at Multicultural Organizational Meetings
                                                                                                                                                                                                                  • The Role of Cultural Distance in International Negotiations
                                                                                                                                                                                                                  • International Negotiation Quiz http://www.leadershipcrossroads.com/rs_nqui.asp?

                                                                                                                                                                                                                  Unit 5: Managing People in a Multinational Setting (part 1)

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment's three readings
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment, and rate) - You can use the additional resources for material
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  • International Business - Organization Structure and Human Resource Management (OER)
                                                                                                                                                                                                                  • Strategic Management of Human Resources for Global Competitive Advantage (McWilliams, Van Fleet, Wright, 2001)
                                                                                                                                                                                                                  • Intercultural Effectiveness as Competitive Advantage in Global Business (McDonald)

                                                                                                                                                                                                                  Unit 6: Managing People in a Multinational Setting (part 2)

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Peer-assess Unit 5 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment's four readings
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment, and rate) - You can use the additional resources for material
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take Graded Quiz 2

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  Unit 7: Expansion Strategy and Risk Management

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment's three readings
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment, and rate). You can use the additional resources for material.
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  • Controlling International Expansion (Vermeulen, 2001)
                                                                                                                                                                                                                  • Global finance: initial considerations (OER)
                                                                                                                                                                                                                  • Political and legal risk in international business (OER)

                                                                                                                                                                                                                  Unit 8: Ethics and Corporate Responsibility in a Multinational Setting

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Peer-assess Unit 7 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment's three readings
                                                                                                                                                                                                                  • Participate in the Discussion Forum (post, comment, and rate) - You can use the additional resources for material
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Review Units 1 through 8

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  • Corporate Social Responsibility and sustainable development in the global environment (OER)
                                                                                                                                                                                                                  • The New Global Economy: Time-Space Compression, Geopolicits, and Global Uneven Development (Agnew, 2001)
                                                                                                                                                                                                                  • Regions, Globalization, Development (Scott & Storper, 2002)

                                                                                                                                                                                                                  Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                  Tasks:

                                                                                                                                                                                                                  • Review the course and take the Review Quiz; it will not be included in the final grade.
                                                                                                                                                                                                                  • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                  • The Final Exam will take place during Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided by your instructor


                                                                                                                                                                                                                  Course Requirements


                                                                                                                                                                                                                  Written Assignments
                                                                                                                                                                                                                  Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines, and to Peer-assess three of your classmates' assignments according to provided instructions. During this Peer-assessment, you are expected to provide details in the feedback section of the assignment's Specimen Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit assignments or Peer-assessments may result in failure of the course.

                                                                                                                                                                                                                  Discussion Assignments
                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor.

                                                                                                                                                                                                                  In addition, you must extend the discussion by responding to at least three of your peers’ postings in the Discussion Forum.

                                                                                                                                                                                                                  Discussion Forums are only active for each current Unit, so it is not possible to contribute to the forum once the Unit has ended. Failure to complete the Discussion Assignment by posting in the Discussion Forum as required, may result in failure of the course.

                                                                                                                                                                                                                  Learning Journals
                                                                                                                                                                                                                  The Learning Journal is a tool for self-reflection on the learning process. In addition to completing directed tasks and assignments, you should use the Learning Journal to document your activities, record problems you may have encountered, and to draft answers for Discussion and Written Assignments. The Learning Journal should be updated on a weekly basis, because it will be assessed by your instructor as part of your final grade.

                                                                                                                                                                                                                  Quizzes
                                                                                                                                                                                                                  The course will contain three types of quizzes, the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple-choice, true/false, or short answer questions.

                                                                                                                                                                                                                  The results of the Self-Quiz and the Review Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz each week to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz each week as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz should be used to assist you in a comprehensive review and full understanding of all course material in preparation for your Final Exam.

                                                                                                                                                                                                                  Final Exam

                                                                                                                                                                                                                  The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.


                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructor and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

                                                                                                                                                                                                                  Classroom Forum
                                                                                                                                                                                                                  The Classroom Forum is available only to students in the same classroom or group. The Classroom Forum is only activated when there are many groups of students taking the Course at the same time. Participation in this Forum is an excellent way to get to know your classmates and is also a platform for raising issues and questions relating to the Course. While it is not required to participate in this Forum, it is highly recommended.


                                                                                                                                                                                                                  Policies


                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                  C- 70-72 1.67
                                                                                                                                                                                                                  D+ 68-69 1.33
                                                                                                                                                                                                                  D 63-67 1.00
                                                                                                                                                                                                                  D- 60-62 0.67
                                                                                                                                                                                                                  F Under 60 0.00


                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                  Learning Journal 15%
                                                                                                                                                                                                                  2 Graded Quizzes 30%(15% each)
                                                                                                                                                                                                                  Discussion Assignments 15%
                                                                                                                                                                                                                  Written Assignments 15%
                                                                                                                                                                                                                  Final Exam 25%



                                                                                                                                                                                                                  Grade Appeal
                                                                                                                                                                                                                  If you believe that the grade you have received for a Course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal procedure in the University Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by the lack of an assignment submission, inadequate contributions to Discussion Forums, or the lack of peer feedback to Discussion or Written Assignments. Additionally, please note the following important points about course participation:

                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                  • Any student showing non-participation for 2 weeks (consecutive or non-consecutive) is likely to fail the course automatically.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted, and there will be no make-up assignments.
                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity

                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html


                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted.

                                                                                                                                                                                                                  Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                  BUS 3301 Financial Accounting

                                                                                                                                                                                                                  UoPeople logo


                                                                                                                                                                                                                  BUS 3301: FINANCIAL ACCOUNTING


                                                                                                                                                                                                                  Syllabus


                                                                                                                                                                                                                  Prerequisites: BUS 2203: Principles of Finance 1.


                                                                                                                                                                                                                  Course Description: This course continues the study of accounting begun by the students during their Basic Accounting course. This course emphasizes accounting for liabilities, accounting for equity, and corporate forms of ownership. Topics include responsibility accounting, budgets, cost control, and standard costing procedures and analysis of variances. Obtaining familiarity of these topics and tools is intended to highlight the importance of management reporting and decision making.


                                                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                  • Walther, L.M. (2012). Principles of Accounting. Logan, UT: Utah State University. Available at http://www.principlesofaccounting.com/. I highly recommend that you take your time in reviewing this website and all of its excellent learning resources. Each chapter contains study guides, problems, key terms, and objectives that can significantly add to your understanding of the reading material, and adequately prepare you for this course's Final Exam.


                                                                                                                                                                                                                  Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                  Learning Objectives and Outcomes:

                                                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                                                  1. Explain the differences between accounting for financial statements and management accounting.
                                                                                                                                                                                                                  2. Complete journal entries (using the accrual basis of accounting) to establish and retire long-term debt.
                                                                                                                                                                                                                  3. Explain various forms of business ownership, especially corporate business ownership.
                                                                                                                                                                                                                  4. Prepare various types of management budgets.
                                                                                                                                                                                                                  5. Illustrate the tools commonly used evaluate enterprise performance.


                                                                                                                                                                                                                  Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

                                                                                                                                                                                                                  Week 1: Unit 1 - Accounting for Long-Term Obligations

                                                                                                                                                                                                                  Week 2: Unit 2 - Corporate Forms of Business Management

                                                                                                                                                                                                                  Week 3: Unit 3
                                                                                                                                                                                                                  - Management Decisions Based on Accounting Information

                                                                                                                                                                                                                  Week 4: Unit 4
                                                                                                                                                                                                                  - Cost-Volume-Profit Relationships

                                                                                                                                                                                                                  Week 5: Unit 5
                                                                                                                                                                                                                  Costing Methods

                                                                                                                                                                                                                  Week 6: Unit 6 -
                                                                                                                                                                                                                  Budgeting and Planning

                                                                                                                                                                                                                  Week 7: Unit 7 -
                                                                                                                                                                                                                  Enterprise Performance Evaluation

                                                                                                                                                                                                                  Week 8: Unit 8 -
                                                                                                                                                                                                                  Management Decision-Making Processes

                                                                                                                                                                                                                  Week 9: Unit 9 -
                                                                                                                                                                                                                  Course Review and Final Exam


                                                                                                                                                                                                                  Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                  Unit 1: Accounting for Long-Term Obligations

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 2: Corporate Forms of Business Management

                                                                                                                                                                                                                  • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 3: Management Decisions Based on Accounting Information

                                                                                                                                                                                                                  • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                  Unit 4: Cost-Volume-Profit Relationships

                                                                                                                                                                                                                  • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 5: Costing Methods

                                                                                                                                                                                                                  • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 6: Budgeting and Planning

                                                                                                                                                                                                                  • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                   Unit 7: Enterprise Performance Evaluation

                                                                                                                                                                                                                  • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 8: Management Decision-Making Processes

                                                                                                                                                                                                                  • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Take the Graded Quiz
                                                                                                                                                                                                                  • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                  • Take the Review Quiz

                                                                                                                                                                                                                  Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                  • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                  • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                  • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor


                                                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                                                  Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                  Learning Journal
                                                                                                                                                                                                                  Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis, because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                  Quizzes
                                                                                                                                                                                                                  This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

                                                                                                                                                                                                                  Final Exam
                                                                                                                                                                                                                  The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                  The Final Exam for this course must be done under the supervision of a proctor. Since you already secured your proctor before registering for this course, this is a reminder that you should coordinate with him/her before you take the exam. Please note, you will not be permitted to change proctors during the course. As a reminder, students are required to successfully complete proctored exams spaced throughout their program of study at UoPeople, in order to verify the student’s identity in confirming a degree and diploma upon graduation.

                                                                                                                                                                                                                  You are allowed to use a pen and blank paper on the Final Exam for doing calculations. You can also use a basic calculator for the Final Exam. Calculators on the cellphone, iPad or similar devices are not allowed.

                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors, and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                  Discussion Assignments 12.5%
                                                                                                                                                                                                                  Written Assignments 12.5%
                                                                                                                                                                                                                  Learning Journals 10%
                                                                                                                                                                                                                  Two Graded Quizzes 40%
                                                                                                                                                                                                                  Final Exam 25%
                                                                                                                                                                                                                  TOTAL 100%

                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                  C- 70-72 1.67
                                                                                                                                                                                                                  D+ 68-69 1.33
                                                                                                                                                                                                                  D 63-67 1.00
                                                                                                                                                                                                                  D- 60-62 0.67
                                                                                                                                                                                                                  F Under 60 0.00

                                                                                                                                                                                                                  Grade Appeal
                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                  BUS 3302 Consumer Behavior

                                                                                                                                                                                                                  UoPeople logo


                                                                                                                                                                                                                  BUS 3302: Consumer Behavior


                                                                                                                                                                                                                  Syllabus


                                                                                                                                                                                                                  Prerequisites: BUS 2201: Principles of Marketing


                                                                                                                                                                                                                  Course Description: This course provides the student with a comprehensive theoretical and practical foundation of knowledge regarding the forces (such as economic, social, psychological, and cultural factors) that shape the attitudes and behaviors of consumers of products and services.


                                                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                  The reading assignments for each unit can be found in this archive.


                                                                                                                                                                                                                  Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                  Learning Objectives and Outcomes:

                                                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                                                  1. Demonstrate an understanding of consumer decision‐making process and implications thereof.
                                                                                                                                                                                                                  2. Distinguish between quantitative, qualitative, and secondary research related to marketing.
                                                                                                                                                                                                                  3. Obtain and evaluate relevant marketing data coming from the library, the internet, and original empirical studies.
                                                                                                                                                                                                                  4. Discuss the influences of neurophysiology, learning, memory, cognition, motivation, attitudes, and culture on consumers.
                                                                                                                                                                                                                  5. Develop strategies for targeting market segments and developing a "marketing buzz".

                                                                                                                                                                                                                  Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

                                                                                                                                                                                                                  Week 1: Unit 1 - What is Consumer Behavior?

                                                                                                                                                                                                                  Week 2: Unit 2 - Secondary Research

                                                                                                                                                                                                                  Week 3: Unit 3
                                                                                                                                                                                                                  - Qualitative Research

                                                                                                                                                                                                                  Week 4: Unit 4
                                                                                                                                                                                                                  - Quantitative Research

                                                                                                                                                                                                                  Week 5: Unit 5
                                                                                                                                                                                                                  - Physiology, Learning and Memory

                                                                                                                                                                                                                  Week 6: Unit 6 -
                                                                                                                                                                                                                  Motives and Attitudes

                                                                                                                                                                                                                  Week 7: Unit 7 -
                                                                                                                                                                                                                  Decision Making

                                                                                                                                                                                                                  Week 8: Unit 8 -
                                                                                                                                                                                                                  Segmentation

                                                                                                                                                                                                                  Week 9: Unit 9 -
                                                                                                                                                                                                                  Course Review and Final Exam


                                                                                                                                                                                                                  Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                  Unit 1: What is Consumer Behavior?

                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Make entries to the Learning Journal

                                                                                                                                                                                                                  Unit 2: Secondary Research

                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal

                                                                                                                                                                                                                  Unit 3: Qualitative Research

                                                                                                                                                                                                                  • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                  Unit 4: Quantitative Research

                                                                                                                                                                                                                  • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal

                                                                                                                                                                                                                  Unit 5: Physiology, Learning and Memory

                                                                                                                                                                                                                  • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal

                                                                                                                                                                                                                  Unit 6: Motives and Attitudes

                                                                                                                                                                                                                  • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                  Unit 7: Decision Making

                                                                                                                                                                                                                  • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal

                                                                                                                                                                                                                  Unit 8: Segmentation

                                                                                                                                                                                                                  • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                  • Take the Review Quiz

                                                                                                                                                                                                                  Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                  • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                  • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                  • The Final Exam will take place during Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

                                                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                                                  Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                  Learning Journal
                                                                                                                                                                                                                  Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis, because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                  Quizzes
                                                                                                                                                                                                                  This course will contain two types of quizzes – the Graded Quiz and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor. The results of the Review Quiz will not count towards your final grade. However, it is highly recommended that you complete the Review Quiz to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam.

                                                                                                                                                                                                                  Final Exam
                                                                                                                                                                                                                  The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors, and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                  Learning Journals 10%
                                                                                                                                                                                                                  Discussion Assignments 15%
                                                                                                                                                                                                                  Written Assignments 15%
                                                                                                                                                                                                                  Two Graded Quizzes 30%
                                                                                                                                                                                                                  Final Exam 30%
                                                                                                                                                                                                                  TOTAL 100%

                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                  C- 70-72 1.67
                                                                                                                                                                                                                  D+ 68-69 1.33
                                                                                                                                                                                                                  D 63-67 1.00
                                                                                                                                                                                                                  D- 60-62 0.67
                                                                                                                                                                                                                  F Under 60 0.00

                                                                                                                                                                                                                  Grade Appeal
                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                  BUS 3303 Entrepreneurship 1

                                                                                                                                                                                                                  UoPeople logo


                                                                                                                                                                                                                  BUS 3303: Entrepreneurship 1


                                                                                                                                                                                                                  Syllabus


                                                                                                                                                                                                                  Prerequisites: BUS 2201 Principles of Marketing


                                                                                                                                                                                                                  Course Description: This course provides an introduction to entrepreneurship and the dynamics of starting/owning a business. This course is designed to assist students with the knowledge and skills entrepreneurs need to start and/or manage a small business. It will help you understand the steps involved in the process of the creation/development of business ideas and turning those ideas into a successful business model. The course will focus on the feasibility, planning, and implementation of a new business venture.


                                                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                  • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                                  Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                  Learning Objectives and Outcomes:

                                                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                                                  1. Explain the important role that entrepreneurship has in the present and future global economy.
                                                                                                                                                                                                                  2. Describe different types of entrepreneurial ventures that are possible in today's market, what it takes to become an entrepreneur, and how to evaluate the potential for success.
                                                                                                                                                                                                                  3. Develop a mission statement and business plan outline.
                                                                                                                                                                                                                  4. Explain how to develop marketing strategies and  financing options for entrepreneurial ventures.

                                                                                                                                                                                                                  Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

                                                                                                                                                                                                                  Week 1: Unit 1 - Introduction to Entrepreneurship

                                                                                                                                                                                                                  Week 2: Unit 2 - Entrepreneurial Opportunity

                                                                                                                                                                                                                  Week 3: Unit 3
                                                                                                                                                                                                                  - Are you an Entrepreneur?

                                                                                                                                                                                                                  Week 4: Unit 4
                                                                                                                                                                                                                  - Doing Business in the Global Village

                                                                                                                                                                                                                  Week 5: Unit 5
                                                                                                                                                                                                                  - Market Research for Entrepreneurs

                                                                                                                                                                                                                  Week 6: Unit 6 -
                                                                                                                                                                                                                  Teams in Entrepreneurship

                                                                                                                                                                                                                  Week 7: Unit 7 -
                                                                                                                                                                                                                  Developing Business Plans

                                                                                                                                                                                                                  Week 8: Unit 8 -
                                                                                                                                                                                                                  Financing Entrepreneurial Ventures

                                                                                                                                                                                                                  Week 9: Unit 9 -
                                                                                                                                                                                                                  Final Reflections and Final Exam


                                                                                                                                                                                                                  Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                  Unit 1: Introduction to Entrepreneurship

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  Thoroughly read the Syllabus for this course available in the General Information Section on the course home page.

                                                                                                                                                                                                                  Next, read pages 12 – 25 of the following report from the World Economic Forum:  

                                                                                                                                                                                                                  In this important new global vision of entrepreneurship, you will learn why it is so important to focus on entrepreneurship and innovation in education.  It is believed that entrepreneurial behavior can be learned, and that it is essential for future economic growth.

                                                                                                                                                                                                                  Entrepreneurship goes beyond starting up a business, to innovating new programs within large corporations, starting up non profit or social entrepreneurial ventures, or opening a franchise of another existing business, for example.  It is about solving global issues by providing new services or products to help those who are disenfranchised or living in poverty, it is about promoting growth and prosperity by creating new jobs and new markets, and it often includes seeking out innovations through technology.

                                                                                                                                                                                                                  Next, read the article that summarizes the basis of a new book, “Billions of Entrepreneurs in India and China”: http://hbswk.hbs.edu/item/5766.html

                                                                                                                                                                                                                  Unit 2: Entrepreneurial Opportunity

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete the Written Assignment

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  Read about entrepreneurship as an opportunity and how to begin to formulate an entrepreneurial idea:

                                                                                                                                                                                                                  http://en.wikibooks.org/wiki/Getting_Started_as_an_Entrepreneur

                                                                                                                                                                                                                  Read each of the areas under the following headings at this site:

                                                                                                                                                                                                                  Opportunity

                                                                                                                                                                                                                  • Entrepreneurship Is
                                                                                                                                                                                                                  • Defining the Opportunity
                                                                                                                                                                                                                  • Social Entrepreneurship
                                                                                                                                                                                                                  • Why Be a Social Entrepreneur
                                                                                                                                                                                                                  • The Idea Factory
                                                                                                                                                                                                                  • Evaluate Your Idea
                                                                                                                                                                                                                  • Your Intellectual Property
                                                                                                                                                                                                                  • Profile: A Sense of Success
                                                                                                                                                                                                                  • Profile: Ideas on Wheels

                                                                                                                                                                                                                  Next, read the following article from Harvard Business School on evaluating entrepreneurial ventures: http://hbswk.hbs.edu/item/4780.html

                                                                                                                                                                                                                  Finally, spend some time at the following website reading about and reviewing different entrepreneurial ideas that you could potentially consider: https://www.entrepreneur.com/businessideas

                                                                                                                                                                                                                  Unit 3: Are you an Entrepreneur?

                                                                                                                                                                                                                  • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  Read the following article that describes the types of skills and abilities that are best suited to becoming an entrepreneur: http://www.mindtools.com/pages/article/newCDV_76.htm

                                                                                                                                                                                                                  Next, read the following article to consider which type of entrepreneur you might be: http://www.entrepreneurmag.co.za/advice/growing-a-business/performance-and-growth/which-type-of-entrepreneur-are-you/

                                                                                                                                                                                                                  Next, visit the following sites and read the information provided to learn about some important issues and lessons to consider in becoming an entrepreneur:

                                                                                                                                                                                                                  Decisions and Downfalls: Entrepreneurship is an attractive career choice, but decision making is a must Jeanne Holden (2008): http://www.saylor.org/site/wp-content/uploads/2012/12/BUS305-1.2.1_Decisions-and-Downfalls.pdf

                                                                                                                                                                                                                  Entrepreneurial Success: An Exploratory Study among Entrepreneurs. Zafir Mohd Makhbul, Fazilah Mohamad HasunClick the PDF link at http://www.ccsenet.org/journal/index.php/ijbm/article/view/7046

                                                                                                                                                                                                                  Unit 4: Doing Business in the Global Village

                                                                                                                                                                                                                  • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete the Written Assignment
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  First, read the following article that discusses issues and strategies for doing business in other countries than one's own: http://www.entrepreneurship.org/en/resource-center/doing-business-in-the-global-village-legal-and-strategic-aspects.aspx

                                                                                                                                                                                                                  Next, read the following document regarding how to create an environment more conducive to entrepreneurship and innovation in developing countries: http://unctad.org/en/Docs/ciid13_en.pdf

                                                                                                                                                                                                                  Then, read about some successful women entrepreneurs in Africa: http://www.businessinsider.com/africas-top-5-women-entrepreneurs-2012-6 

                                                                                                                                                                                                                  Finally, read some specific examples of social entrepreneur ventures: 

                                                                                                                                                                                                                  http://skollcentreblog.org/2013/04/10/social-entrepreneurship-101/ 

                                                                                                                                                                                                                  Unit 5: Market Research for Entrepreneurs

                                                                                                                                                                                                                  • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Make entries to the Learning Journal

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  You will read the following section of the Wikibook on Entrepreneurship: http://en.wikibooks.org/wiki/Getting_Started_as_an_Entrepreneur

                                                                                                                                                                                                                  On this site, you will read all of the following sections:

                                                                                                                                                                                                                  • Identifying Your Customers
                                                                                                                                                                                                                  • Evaluating the Market
                                                                                                                                                                                                                  • Reaching the Customer
                                                                                                                                                                                                                  • Start Spreading the News
                                                                                                                                                                                                                  • Show Me the Numbers
                                                                                                                                                                                                                  • The Competition
                                                                                                                                                                                                                  • Profile: Cleaning Up
                                                                                                                                                                                                                  • Profile: Marketing to the Poor

                                                                                                                                                                                                                  Next, read pages 1 – 3 at the following link on “The Ingredients of a Marketing Plan”: http://www.entrepreneur.com/article/43026-1

                                                                                                                                                                                                                  Then read “The Basics of Branding” at: http://www.entrepreneur.com/article/77408

                                                                                                                                                                                                                  And next read “Smart, Easy Ways to Find Customers”: http://www.entrepreneur.com/sales/findingprospects/article159542.html

                                                                                                                                                                                                                  Unit 6: Teams in Entrepreneurship

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Complete the Written Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment(post, comment, and rate in the Disscussion Forum)
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  You will read the chapter on Team Building from the Wikibook on Entrepreneurship. Go to the following site:  http://en.wikibooks.org/wiki/Getting_Started_as_an_Entrepreneur

                                                                                                                                                                                                                  Next, click on each of the headings to read about the importance of developing and building a team, and how to put that team into place:

                                                                                                                                                                                                                  • Teams Make It Happen
                                                                                                                                                                                                                  • The Layers of a Team
                                                                                                                                                                                                                  • Building a Healthy Team
                                                                                                                                                                                                                  • Networking
                                                                                                                                                                                                                  • Incubators
                                                                                                                                                                                                                  • Profile: Choosing Team Players
                                                                                                                                                                                                                  • Profile: The Right Team

                                                                                                                                                                                                                  Next, read the following chapter on “Entrepreneurship, Team Building, and Conflict Resolution”: http://highered.mcgraw-hill.com/sites/dl/free/0077098587/58746/ch08.pdf

                                                                                                                                                                                                                  Finally, visit the following site to learn the importance of mentoring for entrepreneurs:

                                                                                                                                                                                                                  Cull , J. (2006) 'Mentoring Young Entrepreneurs: What Leads to Success? ', International Journal of Evidence Based Coaching and Mentoring, 4 (2), pp. 8-18. Available at: https://radar.brookes.ac.uk/radar/items/31e8c42e-3db8-4634-9a94-5cec735397c7/1/ 

                                                                                                                                                                                                                  Unit 7: Developing Business Plans

                                                                                                                                                                                                                  • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  You shall read the following information about business plan development at this website: http://en.wikibooks.org/wiki/Getting_Started_as_an_Entrepreneur

                                                                                                                                                                                                                  Once there, you should click on the following headings (located under the "Plan" subsection) and read each of them thoroughly:

                                                                                                                                                                                                                  Next, read the following information on how to develop a mission statement:http://ctb.ku.edu/en/table-of-contents/structure/strategic-planning/vision-mission-statements/main

                                                                                                                                                                                                                  If you are truly serious about starting your own business and developing a business plan on your own, there is a free online book that outlines this process in much greater depth:  http://www.e-booksdirectory.com/details.php?ebook=10607

                                                                                                                                                                                                                  Unit 8: Financing Entrepreneurial Ventures

                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                  • Take the Review Quiz

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  Please read the following articles that explain the different options for financing a start-up business:

                                                                                                                                                                                                                  Starting a Business: Financing Your Business:  https://www.investopedia.com/university/small-business/financing-your-business.asp 

                                                                                                                                                                                                                  Debt vs. Equity Financing: Which Is Best For Your Business?: https://www.nfib.com/content/resources/money/ital-50036/ 

                                                                                                                                                                                                                  When your Business Needs Money: Angel Investors: https://www.investopedia.com/articles/fundamental-analysis/08/angel-investors.asp 

                                                                                                                                                                                                                  How to Fund your Small Business with Venture Capital: https://www.nfib.com/content/resources/money/how-to-fund-your-small-business-with-venture-capital-49724/ 

                                                                                                                                                                                                                  Next, visit the following sites to learn more about specific funding opportunities that may be available to you if you decided to start your own business enterprise:

                                                                                                                                                                                                                  Business enterprise funding including banks, government funding and grants, private equity, and special women’s funds (click on each specific subheading and read about each one: http://www.entrepreneurmag.co.za/category/directory/funding-directory/

                                                                                                                                                                                                                  Social venture capital firms: http://causecapitalism.com/15-social-venture-capital-firms-that-you-should-know-about/

                                                                                                                                                                                                                  Microfinancing: http://www.kiva.org/about/microfinance

                                                                                                                                                                                                                  Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                  • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                  • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                  • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

                                                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                                                  Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                  Learning Journal
                                                                                                                                                                                                                  Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis, because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                  Quizzes
                                                                                                                                                                                                                  This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

                                                                                                                                                                                                                  Final Exam

                                                                                                                                                                                                                  The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                  The Final Exam for this course must be done under the supervision of a proctor. Since you already secured your proctor before registering for this course, this is a reminder that you should coordinate with him/her before you take the exam. Please note, you will not be permitted to change proctors during the course. As a reminder, students are required to successfully complete proctored exams spaced throughout their program of study at UoPeople, in order to verify the student’s identity in confirming a degree and diploma upon graduation.

                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors, and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                  Learning Journals 10%
                                                                                                                                                                                                                  Discussion Assignments 10%
                                                                                                                                                                                                                  Written Assignments 20%
                                                                                                                                                                                                                  Two Graded Quizzes 30%(15% each)
                                                                                                                                                                                                                  Final Exam 30%
                                                                                                                                                                                                                  TOTAL 100%

                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                  C- 70-72 1.67
                                                                                                                                                                                                                  D+ 68-69 1.33
                                                                                                                                                                                                                  D 63-67 1.00
                                                                                                                                                                                                                  D- 60-62 0.67
                                                                                                                                                                                                                  F Under 60 0.00

                                                                                                                                                                                                                  Grade Appeal
                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                  BUS 3304 Managerial Accounting

                                                                                                                                                                                                                  UoPeople logo


                                                                                                                                                                                                                  BUS 3304: Managerial Accounting


                                                                                                                                                                                                                  Syllabus


                                                                                                                                                                                                                  Prerequisites: BUS 3301: Financial Accounting


                                                                                                                                                                                                                  Course Description: This course is a continuation of Financial Accounting with the focus shifted to the internal needs of managers. The course offers students an understanding of managerial accounting techniques used in today's modern business world.


                                                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                  The textbook can be downloaded here.


                                                                                                                                                                                                                  Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                  Learning Objectives and Outcomes:

                                                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                                                  1. Recognize, understand, and make business decisions based on data compiled from job order, process, and activity-based costing methods.
                                                                                                                                                                                                                  2. Use cost-volume-profit modeling to determine break-even points and to project earnings.
                                                                                                                                                                                                                  3. Perform differential analysis.
                                                                                                                                                                                                                  4. Use capital and operating (including flexible models) budgets in the decision making process.
                                                                                                                                                                                                                  5. Use the statement of cash flows, trend analysis, and ratio analysis in making management decisions.

                                                                                                                                                                                                                  Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

                                                                                                                                                                                                                  Week 1: Unit 1Introduction to Managerial Accounting and using job order costing to track production costs

                                                                                                                                                                                                                  Week 2: Unit 2 - Using activity-based accounting (ABC) to allocate overhead costs

                                                                                                                                                                                                                  Week 3: Unit 3
                                                                                                                                                                                                                  - Using process costing to track production costs

                                                                                                                                                                                                                  Week 4: Unit 4
                                                                                                                                                                                                                  - Identifying cost behavior patterns and using cost-volume-profit analysis for decision making

                                                                                                                                                                                                                  Week 5: Unit 5
                                                                                                                                                                                                                  - Making decisions based on relevant revenues and costs

                                                                                                                                                                                                                  Week 6: Unit 6 -
                                                                                                                                                                                                                  Using capital and operating budgets to make sound business decisions

                                                                                                                                                                                                                  Week 7: Unit 7 -
                                                                                                                                                                                                                  The roles cost variance analysis and de-centralized organization play in performance evaluation

                                                                                                                                                                                                                  Week 8: Unit 8 -
                                                                                                                                                                                                                  Using financial and non-financial performance measures. Using the statement of cash flows as a management tool

                                                                                                                                                                                                                  Week 9: Unit 9 -
                                                                                                                                                                                                                  Course Review and Final Exam


                                                                                                                                                                                                                  Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                  Unit 1: Introduction to Managerial Accounting and using job order costing to track production costs

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments (complete end-of-chapter questions)
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Accounting Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 2: Using activity-based accounting (ABC) to allocate overhead costs

                                                                                                                                                                                                                  • Peer assess Unit 1 Accounting Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments (complete end-of-chapter questions)
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Accounting Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 3: Using process costing to track production costs

                                                                                                                                                                                                                  • Peer assess Unit 2 Accounting Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments (complete end-of-chapter questions)
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Accounting Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                  Unit 4: Identifying cost behavior patterns and using cost-volume-profit analysis for decision making

                                                                                                                                                                                                                  • Peer assess Unit 3 Accounting Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments (complete end-of-chapter questions)
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Accounting Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 5: Making decisions based on relevant revenues and costs

                                                                                                                                                                                                                  • Peer assess Unit 4 Accounting Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments (complete end-of-chapter questions)
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Accounting Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 6: Using capital and operating budgets to make sound business decisions

                                                                                                                                                                                                                  • Peer assess Unit 5 Accounting Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments (complete end-of-chapter questions)
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Accounting Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                   Unit 7: The roles cost variance analysis and de-centralized organization play in performance evaluation

                                                                                                                                                                                                                  • Peer assess Unit 6 Accounting Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments (complete end-of-chapter questions)
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Accounting Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 8: Using financial and non-financial performance measures. Using the statement of cash flows as a management tool

                                                                                                                                                                                                                  • Peer assess Unit 7 Accounting Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments (complete end-of-chapter questions)
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                  • Take the Review Quiz

                                                                                                                                                                                                                  Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                  • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                  • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                  • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

                                                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                                                  Accounting Assignments & Assessment Forms
                                                                                                                                                                                                                  Some units in this course require that you complete an Accounting Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Accounting Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                  Learning Journal
                                                                                                                                                                                                                  Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis, because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                  Quizzes
                                                                                                                                                                                                                  This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

                                                                                                                                                                                                                  Final Exam
                                                                                                                                                                                                                  The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors, and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                  Discussion Assignments 10%
                                                                                                                                                                                                                  Accounting Assignments 10%
                                                                                                                                                                                                                  Learning Journals 10%
                                                                                                                                                                                                                  Two Graded Quizzes 40%
                                                                                                                                                                                                                  Final Exam 30%
                                                                                                                                                                                                                  TOTAL 100%

                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                  C- 70-72 1.67
                                                                                                                                                                                                                  D+ 68-69 1.33
                                                                                                                                                                                                                  D 63-67 1.00
                                                                                                                                                                                                                  D- 60-62 0.67
                                                                                                                                                                                                                  F Under 60 0.00

                                                                                                                                                                                                                  Grade Appeal
                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Accounting Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                  BUS 3305 Business Law and Ethics

                                                                                                                                                                                                                  UoPeople logo


                                                                                                                                                                                                                  BUS 3305: BUSINESS LAW AND ETHICS


                                                                                                                                                                                                                  Syllabus


                                                                                                                                                                                                                  Prerequisites: BUS 1101: Principles of Business Management


                                                                                                                                                                                                                  Course Description: This course introduces the student to law and ethics as they apply in a business environment. The intent of this course is to develop in the student a general understanding of basic legal principles and how they affect the conduct of business on a practical level. While common law legal systems and that of the United States in particular are used to demonstrate the interaction of law and business, the principles introduced here assist in developing a general approach to business law and ethics. Topics include an introduction to law in general, litigation and alternatives to litigation, criminal law, torts and contracts, property law, employment law and business ethics. The interaction of law and business disciplines, such as management, finance, human resources, accounting, and sale and marketing is emphasized.


                                                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                  • Lau, T. & Johnson, L. (2011). The Legal and Ethical Environment of Business (Vol. 1). Flat World Knowledge. This textbook can be downloaded here.

                                                                                                                                                                                                                  Software Requirements/Installation: If you have your own computer, it is recommended that you download and install the OpenOffice Suite. It may be accessed via http://www.openoffice.org. If you are accessing the Internet from a shared computer (for instance, a computer at a library or Internet cafe), please use Google Docs instead. You may sign up for a free Google account at http://docs.google.com. All written assignments may be completed using one of these two free resources.

                                                                                                                                                                                                                  Students are also encouraged to sign up for an account with Twitter (http://www.twitter.com) and to post micro-blogs that are interesting and relevant to the course using the hashtag #bu1201. To use hashtags, you will need to follow hashtags by going to this URL: http://www.twitter.com/hashtags. To follow postings by your classmates or instructors, search on #bu1201.


                                                                                                                                                                                                                  Learning Objectives and Outcomes:

                                                                                                                                                                                                                  By the end of this course students will be able to: 

                                                                                                                                                                                                                  1. Apply the basic concepts and principles of the law as they apply to a business environment.
                                                                                                                                                                                                                  2. Describe how basic legal relationships with their associated duties and rights are formed and the potential consequences of those relationships.
                                                                                                                                                                                                                  3. Evaluate the legal significance of various situations that arise in business relationships and transactions.
                                                                                                                                                                                                                  4. Evaluate common ethical problems that arise in a business environment.

                                                                                                                                                                                                                  Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).


                                                                                                                                                                                                                  Week 1: Unit 1 - Introduction to the Law

                                                                                                                                                                                                                  Week 2: Unit 2 -
                                                                                                                                                                                                                  Litigation, ADR, and Criminal Law

                                                                                                                                                                                                                  Week 3: Unit 3 -
                                                                                                                                                                                                                  Tort Law

                                                                                                                                                                                                                  Week 4: Unit 4 -
                                                                                                                                                                                                                  Contracts

                                                                                                                                                                                                                  Week 5: Unit 5 -
                                                                                                                                                                                                                  Property Law

                                                                                                                                                                                                                  Week 6: Unit 6 -
                                                                                                                                                                                                                  Employment Law

                                                                                                                                                                                                                  Week 7: Unit 7 -
                                                                                                                                                                                                                  Business Organizations

                                                                                                                                                                                                                  Week 8: Unit 8 -
                                                                                                                                                                                                                  Business Ethics and Corporate Social Responsibility

                                                                                                                                                                                                                  Week 9: Unit 9 –
                                                                                                                                                                                                                  Course Review and Final Exam


                                                                                                                                                                                                                  Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students

                                                                                                                                                                                                                  Unit 1: Introduction to the Law

                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 2: Litigation, ADR, and Criminal Law

                                                                                                                                                                                                                  • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 3: Tort Law

                                                                                                                                                                                                                  • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                  Unit 4: Contracts

                                                                                                                                                                                                                  • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 5: Property Law

                                                                                                                                                                                                                  • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 6: Employment Law

                                                                                                                                                                                                                  • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Take the Graded Quiz

                                                                                                                                                                                                                  Unit 7: Business Organizations

                                                                                                                                                                                                                  • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Unit 8: Business Ethics and Corporate Social Responsibility

                                                                                                                                                                                                                  • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz
                                                                                                                                                                                                                  • Take the Review Quiz
                                                                                                                                                                                                                  • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                  • Take the Review Quiz

                                                                                                                                                                                                                  Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                  • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                  • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                  • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

                                                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                                                  Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                  Learning Journal
                                                                                                                                                                                                                  Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis, because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                  Quizzes
                                                                                                                                                                                                                  This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

                                                                                                                                                                                                                  Final Exam

                                                                                                                                                                                                                  The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                  The Final Exam for this course must be done under the supervision of a proctor. Since you already secured your proctor before registering for this course, this is a reminder that you should coordinate with him/her before you take the exam. Please note, you will not be permitted to change proctors during the course. As a reminder, students are required to successfully complete proctored exams spaced throughout their program of study at UoPeople, in order to verify the student’s identity in confirming a degree and diploma upon graduation.

                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors, and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here: 

                                                                                                                                                                                                                  Written Assignments 20%
                                                                                                                                                                                                                  Discussion Assignments 20%
                                                                                                                                                                                                                  Learning Journals  10%
                                                                                                                                                                                                                  Graded Quizzes 30% (2@15% each)
                                                                                                                                                                                                                  Final Exam 20%

                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                  C- 70-72 1.67
                                                                                                                                                                                                                  D+ 68-69 1.33
                                                                                                                                                                                                                  D 63-67 1.00
                                                                                                                                                                                                                  D- 60-62 0.67
                                                                                                                                                                                                                  F Under 60 0.00

                                                                                                                                                                                                                  Grade Appeal
                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity

                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                  BUS 3306 Business & Society

                                                                                                                                                                                                                  UoPeople logo


                                                                                                                                                                                                                  BUS 3306  - BUSINESS & SOCIETY


                                                                                                                                                                                                                  Syllabus


                                                                                                                                                                                                                  Prerequisites: BUS 1101 Principles of Business Management


                                                                                                                                                                                                                  Course Description:
                                                                                                                                                                                                                  In this course, we will be exploring the inter-relationships between business and society, including the tensions between various stakeholders and the growing pressures to approach business with corporate responsibility and sustainability as primary underlying influences. With rapidly changing technology and globalization, we must strategize our business decisions with far greater insight and conscientiousness than ever before. This course takes a look at business and society relationships from various global perspectives, including developing countries and societies, and different cultural norms and beliefs. It provides students with insights into the issues surrounding business from both macro and micro level perspectives.


                                                                                                                                                                                                                  Required Textbook and Materials:


                                                                                                                                                                                                                  All readings are found through weblinks provided within each unit.


                                                                                                                                                                                                                  Software Requirements/Installation


                                                                                                                                                                                                                  No special requirements.


                                                                                                                                                                                                                  Learning Objectives and Outcomes:


                                                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                                                  1. describe why ethical behaviors benefit a company.
                                                                                                                                                                                                                  2. identify the major stakeholder groups which interact with business organizations and the kinds of expectations they may hold with respect to their role in the business enterprise and society.
                                                                                                                                                                                                                  3. define the areas of corporate social responsibilities of business: economic, legal, ethical, and philanthropic and be able to explain their tensions with one another.
                                                                                                                                                                                                                  4. analyze the types of decisions that managers must face and dilemmas which they may experience in their professional leadership roles, and will apply their knowledge to making ethical business decisions.
                                                                                                                                                                                                                  5. describe the important considerations for business leaders in terms of organizing and managing a diverse workforce.


                                                                                                                                                                                                                  Course Schedule and Topics


                                                                                                                                                                                                                  This course will cover the following topics in eight learning sessions, one unit per week.


                                                                                                                                                                                                                  Unit 1 – Introduction to Business and Society
                                                                                                                                                                                                                  Unit 2 – Corporate Social Responsibility
                                                                                                                                                                                                                  Unit 3 – The Social Contract: Time to Redefine?
                                                                                                                                                                                                                  Unit 4 – Social Business Enterprise
                                                                                                                                                                                                                  Unit 5 – Sustainability
                                                                                                                                                                                                                  Unit 6 – Going “Green”
                                                                                                                                                                                                                  Unit 7 – Managing Diversity in the Workplace
                                                                                                                                                                                                                  Unit 8 – Managing Ethics
                                                                                                                                                                                                                  Unit 9 – Final Reflections and Examination


                                                                                                                                                                                                                  Learning Guide


                                                                                                                                                                                                                  This course does not have an assigned textbook. The reading assignments are found through links in the classroom. Each week includes a reading assignment, and then one or more of the following: learning journal writing; discussion board dialogue; and unit assignments. Some units also include an ungraded “self-quiz.” Others include graded quizzes. Week 9 includes a final exam.
                                                                                                                                                                                                                  When posting on the discussion board, you should write posts that are at least 100 words in length. You should also respond to at least 3 of your classmates in each of the discussion boards. These responses should be thoughtful and demonstrative of your understanding of the topics being discussed. You can share examples, stories, or additional information to advance the discussion further.


                                                                                                                                                                                                                  Unit 1: Introduction to Business and Society

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Respond to the Discussion Post. Respond to at least three Discussion
                                                                                                                                                                                                                  • Forum posts written by your fellow students. These replies must be of high quality, and they are rated and a part of your weekly discussion grade.
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the Self-Quiz

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  Thoroughly read the Syllabus for this course available in the General Information Section on the course home page.

                                                                                                                                                                                                                  Next, read: “Intro Presentation, Unit One.”

                                                                                                                                                                                                                  Next, read the following document on Stakeholder Management: http://www.themanager.org/pdf/Stakeholder%20Management.PDF 

                                                                                                                                                                                                                  Next, read the following article on Stakeholder Analysis: http://www.mindtools.com/pages/article/newPPM_07.htm

                                                                                                                                                                                                                  As you read through these resources, consider any parts that are unclear to you, and make note of them in your learning journal. A brief summary:

                                                                                                                                                                                                                  Macroenvironment = the complete societal context within which the business organization exists, consisting of four parts :

                                                                                                                                                                                                                  1. Social Environment – demographics, lifestyles and social values of the society

                                                                                                                                                                                                                  2. Economic Environment – nature and direction of the economy within which the business operates

                                                                                                                                                                                                                  3. Political Environment – processes by which laws get passed and officials get elected and all other aspects of the interaction between the firm, political processes, and the government.

                                                                                                                                                                                                                  4. Technological Environment – total set of technology based advancements taking place in society.

                                                                                                                                                                                                                  Pluralism = a distribution of power among society’s many different groups and organizations (Multiple Stakeholders and their interrelationships)

                                                                                                                                                                                                                  Special-Interest society - one in which pluralism is pursued to an extreme: society is created and influenced by tens of thousands of groups, each with their own agendas (again, many stakeholders)

                                                                                                                                                                                                                  What is a stake, and who are stakeholders? A stake is an interest or share in an undertaking. A stakeholder is the person who has this interest or share. This interest may include a legal right, a moral right, or simply a strong concern for what they consider ethical or fair.

                                                                                                                                                                                                                  Business criticism has led to business change and innovation.

                                                                                                                                                                                                                  Unit 2: Corporate Social Responsibility

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Complete and Submit Unit Assignment
                                                                                                                                                                                                                  • Make entries to the Learning Journal

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  This week you will be reading the following essay that describes and explains the who, what, why, and how of “Corporate Social Responsibility” (CSR): https://instituteforpr.org/corporate-social-responsibility/

                                                                                                                                                                                                                  And the following: http://www.ioe-emp.org/fileadmin/ioe_documents/publications/Policy%20Areas/csr/EN/(2005)%20The%20Role%20of%20Business%20in%20Society.pdf

                                                                                                                                                                                                                  You will also read the following definition of “triple bottom line,” which is at the core of Corporate Social Responsibility: http://www.economist.com/node/14301663 as well as an article highlighting several companies usages of CSR: http://www.businessnewsdaily.com/1710-businesses-that-give-back.html

                                                                                                                                                                                                                  Unit 3: The Social Contract: Time to Redefine?

                                                                                                                                                                                                                  • Assess Unit 2 assignments
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Forum. Respond to the Discussion Post. Respond to at least three Discussion Forum posts written by your fellow students. These replies must be of high quality, and they are rated and a part of your weekly discussion grade
                                                                                                                                                                                                                  • Complete and submit unit assignment.
                                                                                                                                                                                                                  • Take the Self-Quiz.

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  Read the following article entitled, “Is it Time to Rewrite the Social Contract?: http://www.tellus.org/pub/Is%20It%20Time%20to%20Rewrite%20the%20Social%20Contract.pdf

                                                                                                                                                                                                                  As you read through the article, consider any terms that are unfamiliar to you and note them in your learning journal.

                                                                                                                                                                                                                  And then read: https://web.archive.org/web/20170620022135/http://www.thecro.com/topics/business-ethics/the-corporate-social-contract/

                                                                                                                                                                                                                  This week’s reading will bring you through the historical shifts in the social contract, and will describe the pervasive influences that have made it look the way that it does today. Further, it will give you some ideas for how the social contract could be shifted and rewritten to be brought up to date for the current decade and beyond.

                                                                                                                                                                                                                  Unit 4: Social Business Enterprise

                                                                                                                                                                                                                  • Assess Unit 3 assignments
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Participate in the Discussion Forum. Respond to the Discussion Post. Respond to at least three Discussion Forum posts written by your fellow students. These replies must be of high quality, and they are rated and a part of your weekly discussion grade
                                                                                                                                                                                                                  • Take the Quiz

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  First, read this article, which describes social entrepreneurship and social business enterprise.

                                                                                                                                                                                                                  Next, you will read the article entitled, Social Business Enterprises - Maximising Social Benefits or Maximising Profits? The Case of Grameen-Danone Foods Limited Asad at - https://my.uopeople.edu/pluginfile.php/85076/mod_book/chapter/60826/MaxSocBen.pdf 

                                                                                                                                                                                                                  This article describes the work of Muhammad Yunus in establishing the concept of "Social Business Enterprise,” which redefines the enterprise as an entity that not only operates to maximize profits, but also works towards a righteous cause. The goal of redefining the business enterprise in this manner, is to work toward alleviating global poverty, while continuing to deliver necessary products and services.

                                                                                                                                                                                                                  The article closely examines the case of Grameen-Danone Foods Limited (GDFL), a social business enterprise. It carries a detailed analysis of its rationale, incorporation, product, operations, and the challenges it currently faces.

                                                                                                                                                                                                                  You shall also visit the following website to read more about Muhammad Yunus and his Nobel Peace Prize: http://www.nobelprize.org/nobel_prizes/peace/laureates/2006/yunus-bio.html

                                                                                                                                                                                                                  Unit 5: Sustainability

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Forum. Respond to the Discussion Post. Respond to at least three Discussion Forum posts written by your fellow students. These replies must be of high quality, and they are rated and a part of your weekly discussion grade
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Take the self-quiz

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  You will read the following article that defines sustainability and describes how CEOs have begun to embed these principles into the policies and operations of their corporations. Further, it explains some of the challenges that have arisen, and what the new era of sustainability should begin to look like: http://www.unglobalcompact.org/docs/news_events/8.1/UNGC_Accenture_CEO_Study_2010.pdf

                                                                                                                                                                                                                  The article above refers to a study being published soon by The Economics of Ecosystems & Biodiversity (TEEB). This study has been published and can be found at  http://www.teebweb.org

                                                                                                                                                                                                                  Also, visit the United Nations Global Compact website to learn more about their purpose and their work: http://www.unglobalcompact.org/

                                                                                                                                                                                                                  Unit 6: Going “Green”

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Complete and Submit Unit Assignment
                                                                                                                                                                                                                  • Participate in the Discussion Forum. Respond to the Discussion Post. Respond to at least three Discussion Forum posts written by your fellow students. These replies must be of high quality, and they are rated and a part of your weekly discussion

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  Visit the following weblink: https://www.sba.gov/blogs/how-use-green-marketing-effectively-your-business

                                                                                                                                                                                                                  Here you will read about the importance of “green marketing” and how it can benefit your business. While this information is from the US Small Business Administration, it is part of a larger context in which global companies are applying the same principles to their sustainability plans.

                                                                                                                                                                                                                  Also read about how to get your products certified as “green:” http://green.wikia.com/wiki/Certification_of_Green_Products
                                                                                                                                                                                                                  Next, explore the following weblinks that exemplify specific companies and how they report out on their sustainability practices:
                                                                                                                                                                                                                  http://www.benjerry.com 
                                                                                                                                                                                                                  http://www.wholefoodsmarket.com/values/green-mission.php
                                                                                                                                                                                                                  http://www.aboutmcdonalds.com 
                                                                                                                                                                                                                  http://www.unilever.com/sustainability/introduction/timeline/index.aspx

                                                                                                                                                                                                                  Unit 7: Managing Diversity in the Workplace

                                                                                                                                                                                                                  • Assess Unit 6 assignments
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Complete and Submit Unit Assignment
                                                                                                                                                                                                                  • Take the Quiz

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  Read this article on managing diversity in the workplace.

                                                                                                                                                                                                                  Next, visit the website of the large U.S. corporation, Sodexo, and learn how they effectively invest in diversity management and use it to their advantage: http://sodexousa.com/usen/corporate_responsibility/responsible_employer/diversity_inclusion/diversity_inclusion.aspx

                                                                                                                                                                                                                  Two important general points can be made about the relationship between diversity and business success.

                                                                                                                                                                                                                  1. The effects of workforce diversity are conditioned by other organizational and contextual factors.
                                                                                                                                                                                                                  2. Diversity can’t be used as a competitive organizational strength unless it’s managed effectively.

                                                                                                                                                                                                                  The Balanced Scorecard is one effective tool to measure and quantify the impact of diversity at different levels and functions of business. By using this method, it may become possible to predict the economic value added by assessing the level of workforce diversity, inclusive organizational cultures and good diversity management.

                                                                                                                                                                                                                  Unit 8: Managing Ethics

                                                                                                                                                                                                                  • Assess Unit 7 assignments
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Forum. Respond to the Discussion Post. Respond to at least three Discussion Forum posts written by your fellow students. These replies must be of high quality, and they are rated and a part of your weekly discussion grade
                                                                                                                                                                                                                  • Make entries to the Learning Journal
                                                                                                                                                                                                                  • Complete the self- quiz

                                                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                                                  You will read the following Complete Guide to Ethics Management: An Ethics Toolkit for Managers at the following website: http://managementhelp.org/businessethics/ethics-guide.htm#anchor26548
                                                                                                                                                                                                                  Read all of the included highlighted documents, which can be read by simply scrolling down through the entire document, or by clicking on each highlighted topic, which will bring you directly to that section.

                                                                                                                                                                                                                  Unit 9: Final Reflections and Examination

                                                                                                                                                                                                                  • Read the Learning Guide
                                                                                                                                                                                                                  • Respond to the discussion forum
                                                                                                                                                                                                                  • Take the Review-quiz
                                                                                                                                                                                                                  • Take the Final Exam


                                                                                                                                                                                                                  Course Requirements


                                                                                                                                                                                                                  Assignments
                                                                                                                                                                                                                  There is an Assignment to be completed for some units in this course. You will be required to upload your assignments by the indicated deadline and in addition, to assess three of your classmates’ assignments according to the instructions provided. Failure to submit assignments may result in failure of the course. You are also expected to provide details in the feedback section of the assignment assessment forms as to why you awarded the grade that you did to your peer.

                                                                                                                                                                                                                  Discussion Forum
                                                                                                                                                                                                                  Some units include a discussion question that will be posted in the Discussion Forum. In each unit, you are required to post a substantive response to the question. A substantive response is one that fully answers the question that has been posed by the instructor.

                                                                                                                                                                                                                  In addition, you must extend the conversation by responding to at least three of your peers’ postings.

                                                                                                                                                                                                                  Discussion Forums are only active for the relevant learning week and it is not possible to contribute to a discussion forum once the learning week has come to an end. Failure to participate in the Discussion Forums may result in failure of the course

                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is monitored by the instructors. It is a good place to meet fellow students taking the same course. While it is not required to participate in this forum, it is highly recommended.

                                                                                                                                                                                                                  Learning Journal
                                                                                                                                                                                                                  The Learning Journal is a tool for self-reflection on the learning process. In addition to completing directed tasks, you should use the Learning Journal to document your activities, record problems you may have encountered and to draft answers for Discussion Forums and Assignments. The Learning Journal should be updated regularly (on a weekly basis), as the learning journals will be assessed by your instructor as part of your Final Grade.

                                                                                                                                                                                                                  Quizzes
                                                                                                                                                                                                                  The course has are two types of quizzes, Self-Quiz and graded Quiz. The results of the Quiz form a part of the final grade while the results of the Self-Quiz do not count towards your grade.
                                                                                                                                                                                                                  You will have multiple attempts to take the Self-Quiz and improve your results, it is recommended you take the Self-Quiz to insure adequate understanding of the learning materials.


                                                                                                                                                                                                                  Final Exam

                                                                                                                                                                                                                  The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.



                                                                                                                                                                                                                  Classroom Forum
                                                                                                                                                                                                                  The Classroom Forum is available only to students in the same classroom or group. The Classroom Forum is only activated when there are many groups of students taking the course at the same time. Participation in this forum is an excellent way to get to know your classmates and is also a platform for raising issues and questions relating to the course. While it is not required to participate in this forum, it is highly recommended.


                                                                                                                                                                                                                  Policies


                                                                                                                                                                                                                  Grading
                                                                                                                                                                                                                  The University has established the following grading scale. All faculty members are expected to comply with this scale:

                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                  B 83-87 3.0
                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                  C- 70-72 1.67
                                                                                                                                                                                                                  D+ 68-69 1.33
                                                                                                                                                                                                                  D 63-67 1.00
                                                                                                                                                                                                                  D- 60-62 0.67
                                                                                                                                                                                                                  F Under 60 0.00


                                                                                                                                                                                                                  Grades will be based on a standard 100-point scale with the following values and ranges:

                                                                                                                                                                                                                  Grading Components and Weights

                                                                                                                                                                                                                  Written Assignments 16%
                                                                                                                                                                                                                  Discussion Forums 16%
                                                                                                                                                                                                                  Learning Journal 8%
                                                                                                                                                                                                                  Quizzes 40%
                                                                                                                                                                                                                  Final Exam 20%


                                                                                                                                                                                                                  Grade Appeal
                                                                                                                                                                                                                  If you believe that the grade you have received for a course is erroneous, please contact your course instructor. This must be done within seven days of the grade posting, for more information on the Grade appeal procedure please refers to the UoPeople Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by lack of assignment submission and/or inadequate contribution in discussion forum postings.

                                                                                                                                                                                                                  • Assignments must be submitted on or before the deadline. A course timeline is provided in the course schedule. The instructor will specify the deadline for each assignment.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time late assignments will not be accepted, and there will be no make-up assignments.

                                                                                                                                                                                                                  Any student showing non-participation for 2 weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                  All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity

                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html


                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted.
                                                                                                                                                                                                                  Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal.

                                                                                                                                                                                                                  BUS 4401 Entrepreneurship 2

                                                                                                                                                                                                                  UoPeople logo


                                                                                                                                                                                                                  BUS 4401: Entrepreneurship 2


                                                                                                                                                                                                                  Syllabus


                                                                                                                                                                                                                  Prerequisites: BUS 3303: Entrepreneurship 1.


                                                                                                                                                                                                                  Course Description: This course continues where Entrepreneurship 1 ended and addresses entrepreneurship in international markets. The key success factors in creating a new internationally-oriented business venture will be examined from the perspective of the entrepreneur.


                                                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                  • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                                  Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                  Learning Objectives and Outcomes:

                                                                                                                                                                                                                  By the end of this course students will be able to:
                                                                                                                                                                                                                  Engage in a marketing research process.

                                                                                                                                                                                                                  1. Assess entrepreneurial conditions of running a business locally and internationally.
                                                                                                                                                                                                                  2. Attract entrepreneurs through virtual sales development.
                                                                                                                                                                                                                  3. Apply effectuation and causation measures in business valuation.
                                                                                                                                                                                                                  4. Apply leadership skills of engagement, feedback, assessments and resilience in entrepreneurship.

                                                                                                                                                                                                                  Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

                                                                                                                                                                                                                  Week 1: Unit 1Introduction to Entrepreneurship

                                                                                                                                                                                                                  Week 2: Unit 2 - Marketing Research Process

                                                                                                                                                                                                                  Week 3: Unit 3
                                                                                                                                                                                                                  - Going Global

                                                                                                                                                                                                                  Week 4: Unit 4