What to put on the syllabus:

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What to put on the syllabus
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What to put on the syllabus Contact Information
and Availability
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What to put on the syllabus Contact Information
and Availability My schedule
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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 isnt very useful
for answering the more technical questions that
might come up in homework. Also, dont assume
that just because you are awake and writing email
that I am awake and reading email!
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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.
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What to put on the syllabus Course Objectives
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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?
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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.
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• 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. . . .

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

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• 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.

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• 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

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• What to put on the syllabus

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What to put on the syllabus Student assignments
and evaluation measures
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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
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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.
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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).
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What to put on the syllabus Policies
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What to put on the syllabus Policies Attendanc
e 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.
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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 instructors 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 Calvins
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!
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What to put on the syllabus Policies Missed
Exams
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What to put on the syllabus Policies Missed
Exams The makeup date for missed tests is the
last regularly scheduled class day.
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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.
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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!
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What to put on the syllabus Policies Late
Work Homework will not be accepted late for ANY
reason.
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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.
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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.
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What to put on the syllabus Policies Cheating

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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.
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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.
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What to put on the syllabus Policies Miscellan
y Cell phones, laptops, food and drink in
class, proper dress, etc.
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What to put on the syllabus Disability
Statement
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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.
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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.
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How to begin your first day?
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How to begin your first day?
Introductions? Straight into content? Student
exercise? Pre-semester test? Prayer or devotions?
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