www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Educating for Character
- Template 2017
- Section TMPL
- 3 Credits
- 07/31/2017 to 07/29/2100
- Modified 07/20/2020
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
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- Monday, 6:00 PM to 8:00 PM
Virtual via Canvas
- Wednesday, 12:00 PM to 1:00 PM
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- Monday, Wednesday, Friday, 7:00 AM to 7:00 PM
Studies the historical, philosophic and psychological foundations upon which character education is based. The history of character education in the United States and in other countries will be examined. Different theories of character education will be matched with their corresponding philosophic basis. Democratic ideals, ethical codes and professional standards will be examined. The psychological foundations of moral education will be identified.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Participants will acquire a deep understanding of the process by which children develop their character and grow socially, emotional, and ethically through effective school and home initiatives.
Serving the Community
Participants will examine effective ways to engage families and community members as partners in the character building effort.
Finding Our Professional Selves
Participants will learn how to form an ethical learning community in their classroom that engages students in service learning while teaching a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Identify core ethical values and virtues held by character education schools throughout history, emphasizing those critical to develop in schools in the 21st century. (IPTS 2b, SES 3A.3a, InTASC 1, NBPTS 1)
- Explain ways in which stakeholders can promote core ethical values and virtues as the foundation of good character, defining “character” comprehensively to include thinking, feeling, and doing. (IPTS 2b, SES 3a, InTASC 1, NBPTS 1)
- Identify comprehensive, intentional, and proactive approaches to character development. (IPTS 2B & 2G, 11, SES 5b. 2B.3a, NBPTS 5)
- Give examples of how Schools of Character develop comprehensive, intentional, and proactive approaches to character development. (IPTS 2B & 2G, 11, SES 5b. 2B.3a, InTASC 3, NBPTS 5)
- Develop unit lesson plans that illustrate key principles of community building, reflect character education core values, engage students in service learning, and expose students to meaningful academic curricula. (IPTS 2B & 2G, 10, 11, 11J, 11Q, SES 3A, 3a, 3A.4a, 3A.5a, 3B.4b, InTASC 5, 7 & 8, NBPTS 1, 2, 3)
- Revise classroom management plans to place an emphasis on moral discipline, restorative justice, anti-bullying, peer mediation, and conflict resolution. (IPTS 10, 11, 11J, SES 4a, 3A.5a, 3B.4b, InTASC 9, 10, NBPTS 4, 5)
Complete weekly readings on Canvas with worksheets and discussion responses.
After learning about the theory of character development by reading to posted journal articles and listening to the digital lectures and video clips of recognized School of Character, participants will be able to:
- Explain ways in which stakeholders can promote core ethical and performance values as the foundation of good character, defining “character” comprehensively to include thinking, feeling, and doing. (Outcome 1: IPTS 2b, SES 3A.3a, NBPTS 1)
- Identify comprehensive, intentional, and proactive approaches to character development. (Outcome 2)
- Identify core moral values and virtues held by character education schools. (Outcome 3)
- Give examples of how they can create a caring community om the classroom providing students with opportunities for moral action and fostering students’ self-motivation. (Outcome 4: IPTS 2B & 2G, 11, SES 2A.5b. 2B.3a, InTASC 3, NBPTS 5)
Create a unit plan that integrates character education and ethical decision making in the curriculum.
After learning about the integrating character education in the curriculum, by reading journal articles and listening to the digital lectures and video clips of recognized School of Character, participants will be able to:
- Develop unit lesson plans that illustrate key principles of community building, reflect character education core values, engage students in service learning, and expose students to meaningful academic curricula. (Outcome 5: IPTS 2B & 2G, 10, 11, 11J, 11Q, SES 3A, 3A.3a, 3A.4a, 3A.5a, 3B.4b, InTASC 5, 7 & 8, NBPTS 1, 2, 3)
Develop and update classroom management plan
After learning about moral discipline, restorative discipline and other behavior programs by reading journal articles and listening to the digital lectures and video clips of recognized School of Character, participants will be able to:
Revise classroom management plans to place an emphasis on moral discipline, restorative justice, anti-bullying, peer mediation, and conflict resolution. (Outcome 6: IPTS 10, 11, 11J, 11Q, SES 3A.4a, 3A.5a, 3B.4b, InTASC 9, 10, NBPTS 4, 5)
The percentages noted in the Grading Scale will be used and equated to a final grade. Scoring rubrics for discussions, assignments, and final project (if applicable) will be provided in Canvas or on limited occasions, by the instructor as a handout.
|Weekly Reading and Discussion Posts||50 points||
10 posts x 5 points each post
|Class Participation in Digital Lectures||25 points||
Expressed by time on the computer and completion of digital quiz/comments.
|Character Education Unit Plan||100 points||
Plans that integrate character education in participants academic subject area (minimum of 5 lessons)
|Character Building Classroom Management Plan||25 points||
Plan implements character based discipline
|A||100 - 93%|
|B||92 - 85%|
|C||84 - 77%|
|F||76 - 0%|
Policies for the College of Education at University of St. Francis
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Course Evaluations | Surveys
Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.
Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.
A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks.
Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.
Notice of Copyright
This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.
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- select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.
NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.
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Academic Support Services
The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services. Online and distance learning students can contact ARC for appropriate resources. ARC serves students who need tutoring in many areas of study including writing and math. Library services include a number of online services and full text databases. Call the Library at 815-740-5041 for additional information. If you need academic-related resources or assistance, please contact the Academic Resource Center.
The syllabus for this course is an outline of the requirements for this course.
- Dates, projects, and activities may be changed or altered as needed.
- Due dates will be reflected in Canvas (with limited exception in instances where Canvas may not be used for a specific course section).
- The purpose of projects and assignments are 1) to allow candidates the opportunity to apply theory and synthesize course material, 2) to facilitate the assessment of individual student progress towards desired outcomes, and 3) to help the instructor determine whether adjustments are needed to ensure that course outcomes are met.
||Introduction and History of Character Education||
Course Content/Objectives Addressed
Suggested Reading Assignments
Journal articles and book chapters in Canvas.
||Components of Character – Moral Knowledge||
||Moral Thinking and the Important Role of the Teacher||
||Character Education Develops – Moral Action||
||Programs/Curricula to help develop Moral Feeling||
||Character Education Develops – Moral Action||
||Developing Moral Action through Moral Discipline programs||
||Evaluating your character education initiative||
- Bohlin, K. (2005) Teaching character education through literature : awakening the moral imagination in secondary classrooms London: Routledge Falmer
- Carter, S. C., (2011). On purpose : how great school cultures form strong character. Thousand Oaks, CA: Corwin Press.
- Character.org. (2014). 11 Principles of Effective Character Education: A Framework for School Success, Revised. Washington, D.C.
- Davis, S. (2011). Cheating in School : What We Know and What We Can Do. Wiley-Blackwell.
DeVitis, J. and Yu, T.eds. (2011) Character and moral education : a reader. New York, NY: Peter Lang.
- Duke, D. (2002) Creating Safe Schools for All Children. Boston: Allyn & Bacon.
Elias, M. and et al. (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Alexandra, VA.ASCD
- Hoffman, S. and Challiss-Hill, J. (2013) A to Z Character Education for the Classroom. Ferne Press.
- Kilpatrick, William and Gregory & Suzanne M. Wolfe. Books That Build Character. New York: Simon & Schuster, 1994.
- Lapsley, D. and Power, F.C. eds (2005). Character psychology and character education. Notre Dame, Ind.: University of Notre Dame Press.
- Lickona, T. (1991). Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam.
- Lickona, T. (2004). Character Matters: How to Help Our Children Develop Good Judgment, Integrity, and Other Essential Virtues, Touchstone.
- Lickona, T. (2018). How to Raise Kind Kids: and get respect, gratitude and a happier family in the bargain. New York: Bantam
- Murphy, M. (2002). Character Education in America's Blue Ribbon Schools, 2nd Edition. Lanham: Scarecrow Education.
- Nucci, L., Narvaez, D., Krettenauer, T. eds (2014) Handbook of moral and character education, 2nd ed.New York, NY : Routledge.
- Russell, W. and s. Waters. (2010) Reel Character Education: A Cinematic Approach to Character Development. Charlotte, NC, New Age Publishing.
- Sadlow, S. (1998). Advisor/Advisee Character Education: Lessons for Teachers and Counselors. Chapel Hill, NC: Cha Dev Group.
- Salls, H. (2007). Character Education: Transforming Values into Virtues, University Press of America, N.Y.
- Schwartz, M. (2007). Effective Character Education: A Guidebook for Future Educators, McGraw-Hill, NY.
- Springer,S, Persiani, K and Becker, M. (2010). The Organized Teacher's Guide to Building Character, with CD-ROM. McGraw Hill.
- Tough, P. (2012) How children succeed: grit, curiosity, and the hidden power of character, Boston, MA: Houghton Mifflin Harcourt.
- Udayar, S. (2013) Influence of Character Education: A Research-Based Approach to Student Behavior and Student Academic Achievement Paperback – LAP LAMBERT Academic Publishing, 2013
- Winnings, K. (2002). Building Character through Service Learning. Chapel Hill, N.C.: Character Development Publishing.
- Yeager, J. (2001). Character and Coaching. Port Chester, N.Y.: Dude Publishing.