PERSPECTIVES: EDUCATIONAL PHILOSOPHY AND PLANNING PRSP 301T
Theory Seminar Syllabus
Instructor: Marcia Anderson
Address: Metropolitan State University 1501 Hennepin Ave. Mpls,
Competence Statement: Knows various
theories of and approaches to the question "What does it
mean to be an educated person?" well enough to integrate
theories/approaches with one's personal views of
Objectives: When you successfully complete
this theory seminar, you will be able to demonstrate the
following knowledge and skills:
- Knowledge and concepts of and approaches to higher
education and lifelong learning, including the history of
expectations for college graduates and ways to achieve
education and pursue learning all one's life.
- Knowledge of some of the major views on the question
"What does it mean to be an educated person?" and
the ability to express in writing your own views and values
on the question.
- Increased understanding of some ways that social factors
such as gender, social class and culture can affect one's
experience of and views on education.
- Ability to reflect on, evaluate and critically design
personal learning projects and plans, and ability to plan an
Individualized Bachelor of Arts Degree at Metro State.
Purchase in the bookstore before the first class
- The Educated Person. A Collection of Contemporary
American Essays, published by Metropolitan State University
- Educational Planning Workbook. Published by
Metropolitan State University.
- First College Journal. Published by Metropolitan State
Handouts provided in class:
- Rodriguez, Richard. "Hunger of Memory." (excerpt.)
- Merriam, Sharan, & Caffarella, Rosemary.
"Learning in Adulthood," (Chapter One.)
- Jones, Thomas B. "A Brief History of the Liberal
- Nielson, Joyce McCarl. "The Basics of Social Class."
Sex and Gender in Society.
- Mclntosh, Peggy. "White Privilege."
- Additional readings as distributed in the seminar.
Seminar Schedule and Requirements:
Attendance is required at four seminar sessions (see
Class Schedule for dates). Assignments will be due at
each session (see below), and the seminar will be complete at
the fourth session. Plans for Individualized Degrees will be
due at the fourth session, and must be completed before credit
will be awarded for the seminar.
Students should attend a Program Information Meeting for the
First College/Individualized Planning before or during the
semester they are enrolled for this seminar, for background on
planning individualized degree programs. Students interested in
evaluation of prior learning should attend either: 1) Metro
100, Getting Credit for What You Know, a one-credit course
offered each semester, or 2) a Creative Learning Strategies
Workshop, offered free at the beginning of Fall and Spring
semesters (see Class Schedule).
- Read: bell hooks article from "The Educated
- Write an "Educational Autobiography" of 2-3
pages. Include in this personal essay a description of some
of your key educational experiences (formal or informal), an
assessment of your current educational values and how they
may have developed, and a description of some of the social
factors that may have influenced your educational
experiences. Social factors mean life circumstances based on
one's social "location", that is, age or
generation, gender, culture, social class, family experience
or patterns of education, sexual identity, religious
background, nationality, geographic location, etc. Be
prepared to discuss your autobiography in class, and to
relate it to a discussion of personal and public educational
Session One Topics:
- Discussion and analysis of students' educational
assumptions and values from life experiences so far.
- Lecture on theme of Personal/Public Expectations of
- Discussion of learning styles and planning
- Review of planning steps and expectations for First
College Individualized Degree, and related materials.
Assignments for Session Two:
- Read: Assigned chapters in "The Educated Person
Hand-outs: "Learning in Adulthood"; "A Brief
History of the Liberal Arts"; Rodriguez: "Hunger of
Memory" excerpt; McIntosh and McCarl Nielson
- Begin log of public expectations for being educated.
- Do Journal Topic #s 2,3,5, 6,10 & 12.
- Choose topic for "New Perspectives on
Education" assignment (see assignment sheet).
- Read the Educational Planning Workbook, and use the
workbook to develop a first draft of your Degree Plan Packet
for your First College Individualized Degree.
Session Two Topics:
- Discussion and analysis of affects of social factors on
educational experiences and values, from students' own
experiences, and from the hooks reading.
- Lecture on history of higher education and public
- Discussion of public expectations for being educated,
from readings, student logs, and essay drafts, focusing on
the themes of critical thinking, multi-cultural diversity and
- Analysis of values and judgments in the theme "What
Does It Mean to be Educated?"
- Discussion of social influences on experiences of
education, and work on "New Perspectives on
- Review of degree plans.
Assignments for Session Three:
- Do Journal Topic #s 7,9,11 &14
- Revise draft of Individualized Degree Program packet, for
content review and approval by instructor, at individual
Assignments for Session Four:
- Complete final personal essay of your philosophy of
education (see assignment sheet).
- Complete logs on what it means to be educated
- Complete written report and oral presentation for the
"New Perspectives in Education" assignment.
- Complete the Degree Plan Packet entirely, including
"Major/Focus Declaration" sheet, and submit two
complete, signed copies to the instructor (keeping a complete
copy for you).
Session Four Topics:
- Discussion of final essays and expectation logs.
- Presentation of "New Perspectives on Education"
oral reports; discussion of perspectives gained from projects
and questions remaining.
- Review of Degree Plan packets.
- Seminar evaluations.
Attendance: We have limited time together,
so class attendance is expected at all four sessions. The
individual appointment, Session Three, can be rescheduled if
Evaluation: According to Metro's
policy, if you want a narrative evaluation in addition to a
grade, you should have listed that on your registration, or you
must inform me during the first seminar session. Evaluation
will be based on:
- Educational Autobiography--l0%
- Expectations log for being educated--5%
- New Perspectives on Education project--20%
- Final Essay on personal philosophy of education--25%
- Class discussion, exercises and small group
- Individualized Degree Program packet--30%
Evaluation expectations are included in the instructions for
Letter grades (A, A-, B+, etc.) will be given only on the
New Perspectives Project and the final essay assignment. Other
assignments will be given point scores.
The rating scale used for the final evaluation, with
corresponding letter grades, will be the following: Excellent,
good, adequate, partially adequate, inadequate.