NORTH CENTRAL TEXAS COLLEGE

COURSE SYLLABUS

COURSE AND INSTRUCTOR INFORMATION

Course title:  FAMILY-SCHOOL & COMMUNITY

Course prefix, number, and section number:  TECA 1303.0340

Semester/Year of course:  SP/2022

Semester start and end dates:  01/18/22 – 05/14/22

Modality (Face to face/Synchronous or Asynchronous online/Hybrid):  Asynchronous Online

Class meeting location, days, and times:  N/A (Online)

Lab meeting location, days, and times:  N/A (Online)

Semester credit hours:  3

Course description:

A study of the child, family, community, and schools, including parent education and involvement, family and community lifestyles, child abuse, and current family life issues. Course content must be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards and coincide with the National Association for the Education of Young Children position statement related to developmentally appropriate practices for children from birth through age eight. Requires students to participate in field experiences with children from infancy through age 12 in a variety of settings with varied and diverse populations. The course includes a minimum of 16 hours of field experiences.

Course prerequisites: None

Required course materials:

Textbook: Home, School, and Community Relations, 9^th Edition

By Carol Gestwicki

Published by Cengage

ISBN: 9781305089013

Name of instructor:   Mrs. Dawn Watts

Office location:           Corinth Campus – Room 204

Telephone number:   940-498-6223

E-mail address:           dwatts@nctc.edu

Office hours for students:

Monday and Wednesday:     7:00am – 9:30am; 5:00pm – 6:00pm (Online)

Tuesday and Thursday:          9:30am – 11:00am – Corinth Campus Office

SYLLABUS CHANGE DISCLAIMER

The faculty member reserves the right to make changes to this published syllabus if it is in the best interest of the educational development of this class. Any such changes will be announced as soon as possible in person and/or writing.

SUMMARY OF COURSE ASSIGNMENTS

List of graded assignments:

1          Course Orientation Quiz                                                              20 Points

6          Family, School, and Community Assignments                        300 Points

4          Teaching and Parenting Activities                                             140 Points

5          Unit Quizzes                                                                                   250 Points

7          Discussion Board Assignments                                                  140 Points

3          Field Experience Assignments (Required to Pass Course)   150 Points

Total Points                                                                                                1,000 points

Final grade scale: 

A = 900 – 1,000 Points

B = 800 – 899 Points

C = 700 – 799 Points

D = 600 – 699 Points

F = 0 – 599 Points

Late work policy:

• Late work is not accepted in this course.  Students are given a generous amount of time to complete all assignments by the due dates.
• Students cannot pass this course without completing the field experience requirements.
• Students will not complete their field experience observations in schools/community establishments this semester due to the COVID-19 Pandemic.  Instead, students will complete their field experience observations by viewing assigned videos from The Teaching Channel.  There are no exceptions to this for any student for any reason.
• The Module 5 Unit Quiz cannot be made up or turned in late for any reason.

SEE CANVAS FOR THE COMPLETE COURSE CALENDAR, OUTLINE, DETAILED DESCRIPTION OF GRADED WORK, AND OTHER RELATED MATERIAL.

COURSE POLICIES

Academic Integrity Policy:

It is each student’s responsibility to refrain from infractions of academic integrity and from conduct that may lead to the suspicion of such infractions.  Infractions of academic integrity include, but are not limited to, cheating, plagiarism, collusion, fabrication, facilitating infractions of academic integrity, academic interference, and any other act designed to give unfair academic advantage to the student or to another individual.

The instructor may document and determine whether it is more probably true than not true that a student has engaged in or is suspected to be engaged in an infraction(s) of academic integrity.  Consequences for infractions of academic integrity vary but may include a grade of zero for the assignment, a reduced grade for the course, a final grade of F for the course, a formal hearing with a college administrator, and/or expulsion from the course.

Attendance Policy:

Regular class attendance is expected of all students who are enrolled in this course.  Attendance in this course is determined by the submission of coursework.  Students must submit a minimum of one graded assignment for the week by the assigned due date to be counted present for that week.  Students who fail to submit one graded assignment for the week by the assigned due date will be counted absent for that week.  Logging into this course online does not constitute class attendance.

The instructor is responsible for judging the validity of any reason that a student gives for absence.  The instructor decides whether a student’s absences become excessive.

Excessive absences will result in either failing the course or being dropped from the course.  A student with excessive absences may be dropped from the course if the student’s grade falls below passing.  See the NCTC Student Handbook for additional information.

Withdrawal Policy:

A student may withdraw from a course on or after the official date of record. It is the student’s responsibility to initiate and complete a Withdrawal Request Form.

Last day to withdraw from the course with a “W” is:  April 4^th, 2022

Student Learning Outcomes:

1. Identify characteristics and issues relating to diverse cultures and caregiving lifestyles.
2. Analyze ways in which factors in the home and community (e.g. parent expectations, availability of community resources, community issues) impact learning, including an awareness of social and cultural factors to enhance development and learning.
3. Identify and apply strategies to maintain positive, collaborative relationships with diverse families (e.g. families with children with disabilities, poverty, single parent, cultural, homelessness, and dual-language learners).
4. Investigate community/educational resources (e.g. dentist on wheels, library programs, GED programs, family education programs, Early Childhood Intervention Strategies) to empower families to support children’s development.
5. Recognize signs of abuse and neglect and describe ways to work effectively with abused and neglected children and their families.
6. Explain the importance of family involvement/home-school relationships in education.
7. Explain the importance of maintaining codes of ethical conduct and legal issues when working with families, colleagues, and community professionals.

COLLEGE POLICIES