Educating for Character
REAL-612

This course prepares candidates to develop character in PK-12 students by implementing instructional methods and techniques that integrate character education throughout the curriculum. Good character means to understand, care about, and do the good. In our pluralistic and diverse society, respect and responsibility are basic, shared values that promote equity. Candidates will learn strategies to create a caring classroom community and help students utilize decision-making skills, display responsible behaviors, and demonstrate the ability to respect the rights of self and others in their personal, school and community environments. 

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

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 21^st 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)

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)

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. Students are expected to follow all policies in the USF Catalog and Student Handbook, both of which can be found in the student portal.
• Students are expected to be familiar with and follow the various procedures and guidelines regarding USF’s COVID-19 Response, including the USF Preparedness Plan and other materials incorporated in the Saints United resource hub (https://www.stfrancis.edu/saints-united/).
• Policies not covered in this document will be handled in accordance with the USF Catalog, Student Handbook, and Program Handbook as applicable.

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.

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.

If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support:

1. 24x7 Live Canvas Support. Canvas has a 24 hour support by clicking on ? Help while in Canvas. You can Chat with Canvas Support, Report a Problem, or call the Canvas Support Hotline. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day seven (7) days a week through the Canvas help menu. From the help menu; select Report a Problem to send an email support request, select Chat with Canvas Support (Student) for a “live” text-based click-to-chat session, or to speak to someone directly use the toll-free number listed under the Canvas Support Hotline (Student). 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 techsupport.stfrancis.edu
3. You can phone the Technology Support Center for personal help at (815) 768-8324 or (866) 337-1497 (toll-free) between 8:00 AM and 4:30 PM Central Standard Time, Monday through Friday or fill out a Technology Support Center ticket and select Canvas/Online courses as the component.

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

• Phone: 1-815-768-TECH (8324)
• Email: [email protected]
• Web: techsupport.stfrancis.edu
• Or visit them on the first floor of Marian Hall

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.