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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Educating for Character
REAL-612

  • Template 2017
  • Section TMPL
  • 3 Credits
  • 07/31/2017 to 07/29/2100
  • Modified 07/29/2019

Mission Statement


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. 

Meeting Times

Contact Information

Instructor: Add First Name Add Last Name

  • Email: Add email address
  • Phone: Add phone number
Please note that time references reflected in the syllabus and course are based upon Central Time.

Office Hours

  • Monday, 6:00 PM to 8:00 PM

Virtual via Canvas

  • Wednesday, 12:00 PM to 1:00 PM

Add Room Here if Applicable

  • Monday, Wednesday, Friday, 7:00 AM to 7:00 PM

By Request/Appointment

Description

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.

Objectives

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.

Understanding Students

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

Outcomes

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:

  1. 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)
  2. 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)
  3. Identify comprehensive, intentional, and proactive approaches to character development. (IPTS 2B & 2G, 11, SES 5b. 2B.3a, NBPTS 5)
  4. 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)
  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)
  6. 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)

Materials

Read book chapters and/or journal articles and view video clips as posted in each Canvas module.

Assignments

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)

Evaluation

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.

Criteria

Types of evaluations and related weights
Type Weight Topic Notes
Weekly Reading, Worksheets and Text Discussions 120 points

8 weeks, 1-2 posts a week x 10 points each post

Class Participation 30 points

Expressed by time on the computer and completion of digital quiz/comments.

Unit Plan 100 points

Plans that integrate character education in candidate's academic subject area (minimum of 5 lessons)

Classroom Management Plan 100 points

Plan implements character based discipline

Breakdown

GRADING SCALE

Resulting grade and related performance levels
Grade Range Notes
A 100 - 93%
B 92 - 85%
C 84 - 77%
F 76 - 0%

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing

Course Evaluations | IDEA Surveys

USF has elected to participate in the AQIP Program which requires a focus on continuous quality improvement as part of our Higher Learning Commission accreditation. The information learned during the IDEA Course Evaluations 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.

Institutional Policies

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 Course Catalog and Student Handbook. For the most current version of the catalog, please visit http://stfrancis.edu/academics/university-catalog

Academic Integrity

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 USF 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.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. 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.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at http://learnitnow.stfrancis.edu

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

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.

Schedule

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.
Course calendar and related activities
When Topic Notes
Module 1
Introduction and History of Character Education

Course Content/Objectives Addressed 

  • Identify core moral values and virtues held by character education schools
    • List the core values of a school.
    • List core values/virtues that should be stressed in a character-focused classroom.
  • Digital Lecture 1 – What is Character and what is Character Education
    • How is character developed?
    • What values should/can schools teach?
  • Digital Lecture 2 -History of Character Education: From Aristotle to today
    • Values Clarification, Moral Judgment
    • Aspen Declaration, CHARACTER COUNTS!

Suggested Reading Assignments

Journal articles and book chapters in Canvas.

Assignments

  • Complete Canvas Discussion question digitally– Introduce yourself and your interest in character education.
  • Given our pluralistic society, what values can/should schools teach?
Module 2
Character Education Develops – Moral Knowledge

Content/Principles Addressed

  • Digital Lecture 3 - The Comprehensive Model of Character Education and the First Components of Effective Character Education – Moral Knowledge
    • Importance of a School Mission statement and Pledge/Motto, Core Values
  • Digital Lecture 4 - Important Role of the Teacher
    • The teacher/counselor/social worker is an ethical model of character who respects all learners, develops their character, and helps them to succeed by using teaching methods that promote character development in the classroom and promote mastery learning, i.e. differentiation, the value of cooperation in education.
    • The teacher tries to integrate character education in the academic curriculum – teaching the Social and Emotional Standards of Learning.

Assignments

  • Complete discussion prompt on developing integrating social and emotional standards of learning in your curricular area.
  • Complete discussion prompt on ethical issues you have encountered in your teaching regarding academic integrity.
  • Develop a Unit Plan – in which you integrate character education into your curriculum. 
Module 3
Character Education Develops – Moral Feeling

Content/Principles Addressed

  • Digital Lecture 5 -Teaching controversial issues and developing moral reasoning skills. Life skills education (drug education, sex education, self-esteem development).
  • Digital Lecture 6 - Give examples of creating a caring moral community in the school and teaching pro-social behavior that provides students with opportunities for moral action and fosters student’s self-motivation.

Suggested Reading

  • Journal articles and book chapters in Canvas appropriate for your classroom level.

Assignments

  • Complete discussion prompt on comprehensive approach
  • Complete discussion prompt on combating bullying in the classroom/school community
Module 4
Character Education Develops – Moral Action

Content/Principles Addressed

  • Digital Lecture 7 - Moral Discipline, Moral reasoning, the Class Meeting, Peer Mediation and Conflict Management Senate Bill 100, PBIS and Character Education, Resilience and Grit research
  • Digital Lecture 8 - Engaging families and community members as partners in your character-building effort and good citizenship, caring, and service beyond the classroom

Suggested Reading

  • Journal articles and book chapters in Canvas appropriate for your classroom level.

Assignments

  • Complete discussion prompt on service learning.
  • Classroom management plan - develop or update your plan to emphasize moral discipline, restorative justice, etc.
  • Complete discussion prompt on involving the parents and the community
Module 5
 

Content/Principles Addressed

  • Digital Lecture 9 - The teacher strives to assesses and evaluate its character education initiative and the extent to which its students manifest good character.
    • Evaluating the Effectiveness of Your Program
    • Do the students live respect, responsibility & other virtues?
    • Working Together to Create a Better World

Suggested Reading

  • Journal articles and book chapters in Canvas .

Assignments

  • Complete discussion prompt on ideas for assessing/evaluating your character initiative
  • Complete course evaluation and suggestions for improving course

Additional Items

Course References

  • 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.
  • 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.