What to put on the syllabus:

1. What to put on the syllabus:

2. What to put on the syllabus: Contact Information and Availability:

3. What to put on the syllabus: Contact Information and Availability: My schedule:

4. What to put on the syllabus: Contact Information and Availability: “If you are having trouble with the course, if you do not understand something important, if you have some special circumstance that is getting in the way of performing well in this course, or if you just want to talk about the course, see me. While I have office hours, I encourage you to come see me anytime that I am in my office (which is most of the day everyday). While I check email regularly and answer it properly, email isn’t very useful for answering the more technical questions that might come up in homework. Also, don’t assume that just because you are awake and writing email that I am awake and reading email!”

5. What to put on the syllabus: Contact Information and Availability: “Students are expected to check their e-mail daily. An important message may be sent.”

6. What to put on the syllabus: Course Objectives:

7. What to put on the syllabus: Course Objectives: “This course provides an introduction to women's literature from the Middle Ages to the present day. Of course, given the diversity and scope of this literature it is an impossible task to attempt to cover more than a small fraction of this material. And so, we will focus our attention in this class primarily on the traditions of women's literature in Britain--with one foray into North America. We'll be paying particular attention to the novel as one of the dominant forms of women's literature, particularly from the 18th century onwards. We'll also trace the ways in which these women writers see themselves within the larger literary tradition as well as the ways in which they respond to their fellow women writers and/or to issues of gender. We'll want to think about some of the following questions: in what ways can we argue for a category ‘women's lit’; what about issues of canonicity; what do each of these women say about the role of women in society? in what ways do they agree or disagree? how does this literature shape the ways we might we imagine ourselves?”

8. What to put on the syllabus: “1. To remain focused on these ‘big questions’ with regard to biological science: What does it do? We need to acquire this factual knowledge about biological systems. How does it work? We need to understand the processes that underlie biological functional units. How do we know? We need to understand the methods and reasoning behind the scientific method as it is applied in biology. What does it matter? We need to know how to use this knowledge in life and in the service of God. 2. To learn how to look at science in general, and at biological science in particular, from a Reformed Christian perspective. Specifically, we will seek to acknowledge God's sovereignty over all truth, and over his creation, and thus to fearlessly explore scientific truths and hypotheses regarding the living world. 3. To learn how to evaluate scientific claims by understanding scientific assumptions and by employing the scientific method.”

9. What to put on the syllabus: • “According to The Conceptual Framework for the Teacher Education Program of Calvin College, the mission of the program is "Developing Responsive and Transformative Educators." This mission is to be accomplished, in part, by helping candidates develop an understanding of: • The impact of worldview as it relates to teaching and ways in which their faith perspective guides the entire teaching process. . . . • 3. The central concepts of, tools of inquiry for, structures of, and connections among the fields of knowledge they teach. . . . • 5. The design, implementation, and assessment of curriculum in conjunction with learners, contexts, and fields of inquiry. • The socio-cultural, economic, political, and historical contexts in which education • takes place as well as the two-way relationship between education and society. . . .”

10. What to put on the syllabus: “. . . Each of these goals will be addressed in depth during the course of this semester. In brief, SCES 312 integrates your science teaching with these goals in the following ways:  A Christian worldview will be integrated throughout this course as we investigate the intersection of faith and science and how that intersection informs our science teaching. . . . Inquiry-based science teaching, integrated among the disciplines of science, forms the heart of elementary and middle school science, and it forms the heart of the subject matter of this course. . . . Lesson, unit, and curriculum design will be informed by state and national standards. Discussions flowing from our teaching assignments will lead to an understanding of the socio-cultural, economic, political, and historical contexts in which education takes place. We will learn and practice assessment techniques in science teaching both here and in local schools. . . Our world view, and our experiences in school settings, will allow us to reflect on our own and others’ teaching practices and how changes can be made in ineffective and unjust practices.”

11. What to put on the syllabus: • Required texts, course schedule

12. What to put on the syllabus: • Required texts, course schedule • “Class is scheduled for five days a week. On ‘regular’ days we • will go over the current homework and ‘cover’ new material (at • the rate of approximately one section in the textbook a class • period). At least one class period a week we will deviate from this • pattern.”

13. What to put on the syllabus: • Required texts, course schedule • “Class is scheduled for five days a week. On ‘regular’ days we • will go over the current homework and ‘cover’ new material (at • the rate of approximately one section in the textbook a class • period). At least one class period a week we will deviate from this • pattern.” • “Sept 22-24 Bronze Age Near East & the Ancient Greeks • Read Homer, Iliad (& intro) in NAWL, pp. 114-146, 177-225. • Read Strauss, Trojan War, chaps. 4-conclusion. • Sept 26 Reading Response Assignment #2. • Sept 29-30 Breakdown of the Greek Worldview • Oct 1 Hellenistic Age • Read Sophocles, Antigone, in NAWL, pp. 658-693 • Oct 3 Short Paper #2 due”

14. What to put on the syllabus:

15. What to put on the syllabus: Student assignments and evaluation measures:

16. What to put on the syllabus: Student assignments and evaluation measures: Course Assignments: Midterm Exam: 20% Final Exam: 20% Written Responses: 15% Research Project: 30% Final Paper: 15%

17. What to put on the syllabus: Student assignments and evaluation measures: “The basic purpose of keeping a journal is to help you reflect on how you learn. [This is a metacognitive strategy!] It will also help show me your thinking process as we progress through the course. It should show how you are ‘engaging’ with the course material and how the instruction is reaching you. Thus it should be questioning, reactive, and open-ended. Grammar, mechanics and neatness will not be graded, but you must spell check and grammar check before submitting.”

18. What to put on the syllabus: “It is my policy to call on students. I do not do this to embarrass you or to ‘catch you unawares.’ Rather, I call on students because 1) I want to know what everyone thinks--not just the few who raise their hands. I'm not expecting a ‘deep and profound’ answer when I call on you--tell me honestly what you think about the text. And if you're confused--tell me that too. I guarantee that you're not the only one. 2) As a community, we need to learn from each other. I want us to listen to each other and to consider all the views present--we won't all agree with each other, but we need to take into account these readings in advancing our own. 3) Finally, I try hard to integrate what I believe in as a Reformed person with how I teach. Thus, I come from a hermeneutical tradition which stresses that interpretation doesn't flow from top to bottom--i.e. from the instructor to the students. Instead, I believe that we must hold each other accountable for our interpretations (and that includes you as students holding me responsible for my interpretations as well).”

19. What to put on the syllabus: Policies:

20. What to put on the syllabus: Policies: Attendance: “Regular class attendance and academic honesty, as highlighted in the Calvin College Student Handbook, are expected. You will benefit most from classroom lectures/discussions/small group activities if you remain current in your reading.”

21. What to put on the syllabus: “Class meetings will incorporate science activities, discussions (large and small group), lectures, school visitations, tutoring, aiding, and classroom teaching experiences. Your course grade is meant to reflect your instructor’s opinion of whether or not you are ready to teach science in elementary or middle school. Therefore, you are expected to conduct yourselves as professionals in this class. In particular, your course grade will also reflect how well you adhere to Calvin’s Statement of Commitment to Professionalism.  It is expected that you will attend every class meeting; never being tardy or leaving early. Unexcused absences or tardiness will cause your grade to drop. It is up to you to see that your instructor is informed of any emergency or sickness that keeps you away from class. Being tardy or arriving unprepared for your tutoring or teaching assignments is unthinkable!”

22. What to put on the syllabus: Policies: Missed Exams:

23. What to put on the syllabus: Policies: Missed Exams: “The makeup date for missed tests is the last regularly scheduled class day.”

24. What to put on the syllabus: Policies: Missed Exams: “The makeup date for missed tests is the last regularly scheduled class day.” “The scheduled days of the exams are the days the exams will be given. Accommodations will not be made for travel or vacation plans.”

25. What to put on the syllabus: Policies: Missed Exams: “The makeup date for missed tests is the last regularly scheduled class day.” “The scheduled days of the exams are the days the exams will be given. Accommodations will not be made for travel or vacation plans.” “The final exam is given only at the scheduled time. The college requires that I give and you take the exam at this time!”

26. What to put on the syllabus: Policies: Late Work: “Homework will not be accepted late for ANY reason.”

27. What to put on the syllabus: Policies: Late Work: “Homework will not be accepted late for ANY reason.” “Papers are lowered one grade for each day the paper is late.”

28. What to put on the syllabus: Policies: Late Work: “Homework will not be accepted late for ANY reason.” “Papers are lowered one grade for each day the paper is late.” “Unless you have made legitimate, previous arrangements with me, late papers will drop one letter grade for every day of class they are late.”

29. What to put on the syllabus: Policies: Cheating:

30. What to put on the syllabus: Policies: Cheating: “It is perfectly acceptable to help each other. I encourage you to work together on any assignment unless I explicitly say otherwise. Of course academic honesty and common sense require that only honest effort on your part be rewarded; do not turn in ‘joint’ work which is really only the work of someone else. However you do not have to feel guilty turning in work that reflects mostly the good ideas of someone else if you were genuinely working together. Even if your work is joint, you should write your own solutions as independently as possible. That is, do not simply copy from others. This is to ensure that you really understand the solution. You should always indicate who you collaborated with on a problem.”

31. What to put on the syllabus: Policies: Cheating: “Plagiarism and cheating of any kind will not be tolerated and will result in an F on the assignment and the filing of Report of Academic Dishonesty to the Vice-President for Student Life. If you are in doubt about whether or not some form of assistance or use of materials constitutes academic dishonesty, please ask me first”.

32. What to put on the syllabus: Policies: Miscellany: Cell phones, laptops, food and drink in class, proper dress, etc.

33. What to put on the syllabus: Disability Statement:

34. What to put on the syllabus: Disability Statement: Calvin will make reasonable accommodations for persons with documented disabilities. Students should notify the Coordinator of Services to Students with Disabilities located in Student Academic Services, HH455. Students should notify their instructors within the first two weeks of class.

35. What to put on the syllabus: Disability Statement: Calvin will make reasonable accommodations for persons with documented disabilities. Students should notify the Coordinator of Services to Students with Disabilities located in Student Academic Services, HH455. Students should notify their instructors within the first two weeks of class. . . . Students requiring such accommodations should meet with me during the first week of class. . . . The student also must contact me as soon as possible to discuss class assignments. This must be your initiative.

36. How to begin your first day?

37. How to begin your first day? Introductions? Straight into content? Student exercise? Pre-semester test? Prayer or devotions?