Main Content

Syllabus

The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.

CI 550: Overview of Contemporary School Curriculum

Overview | Objectives | Materials | Library Resources | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accommodating Disabilities | Additional Policies

Overview

CI 550 is a critical inquiry into issues related to curriculum and schooling. “Critical inquiry” suggests that rather than taking as a given the meaning of curriculum to be “the WHAT that is taught/learned within schools”—a definition that is both common and self-consciously apolitical and ahistorical—we will raise questions that reveal the inherently political and therefore moral nature of curriculum.

During our inquiry, we will trace historical shifts in an understanding of and engagement with curriculum. We will see how “curriculum work” has shifted –WHO does it and WHAT the work is. And we will explore how the profoundly political and moral character of curriculum work is founded in understandings of “truth,” “human nature,” and “the good society.”

To reveal the political nature of curriculum, then, is to consider the intersections of power and institutions (both their structure and their function); voice, identities, and agency. To reveal the moral nature of curriculum is to consider how knowledge—its acquisition, construction, application, access and dissemination—is related to freedom and the society that serves to either limit or expand it.

To do “curriculum work,” therefore, is ultimately a moral exercise, providing an opportunity to consider coherences and congruities (or otherwise) between and among what is taught/learned, how such is taught, how it is experienced, how learning is assessed, the role of teachers, the relationship of the taught/learned to society, to visions of “the good society” and of what it means to be human. Curriculum work necessarily—by what is included/excluded or implied/expressed—suggests beliefs, values, and virtues. Our task is to inquire into these beliefs and values.

Having explored the deeply political and moral nature of curriculum, we will explore a host of contemporary school issues with the intention of exposing the assumptions, implications, limits & possibilities that rest within them. Finally, participants will arrive at a meaning of curriculum that recognizes in it a terrain that must always be interrogated, reflected upon, contested and negotiated.

It is worth noting that this course draws heavily upon the field of Curriculum Studies, a field “born” in the era of reconceptualization that began in the 1970s. This field is a robust, diverse, multi-faceted one and the hope is to introduce you to it with the intention that you will recognize within it language, commitments, and concepts which positively, even transformatively inform your own curriculum “work”!

In conclusion, the hope of this course is that through our conversations, readings, questions, actions and reflections, we begin to understand curriculum NOT as a noun, but rather as a verb—as a process … “an action, a social practice, a private meaning, and a public hope.” Further, the hope is that through this overview study, each of us when encountering the evolving field of curriculum will simultaneously come to know ourselves and our visions better—and then discover ways to enact our visions toward a world made more just, free, humane, and beautiful for all.
return to top of page

Course Objectives

1. Recognize in contemporary curriculum debates and policies the prevailing “technical” conception of   curriculum, and to consider alternatives to the prevailing conception.

  • Articulate what the Tyler Rationale is, its origins, and its influence on curriculum development and reform.
  • Articulate a critique of the Tyler Rationale approach to curriculum thinking, while identifying alternative approaches to thinking about and “doing” curriculum.
  • Inquire into the extent to which the Tyler Rationale has influenced students’ own understanding of curriculum and their identity in relationship to curriculum (what curriculum is?, who does curriculum work?, how one conducts curriculum work?, etc.).

2. To identify the major “post-reconceptualist” contributors to curriculum studies/theory

  • Identify the major “post-reconceptualist” contributors to curriculum studies .
  • Summarize the commitments/orientations of  “post-reconceptualist” curriculum perspectives including: critical/emancipatory; racial; gender; post-structuralist/post-modern; phenomenological; biography/auto-biography; environmental/sustainability/place-based; arts-based/aesthetic; theological.
  • Articulate one’s own understanding of the theory-practice “divide,” particularly as these (theory, practice, praxis) function in one’s own life (professionally and personally).

3. Appreciate the field of curriculum in the context of the history of ideas derived from both the humanities and sciences, while recognizing the enduring quality of these ideas in contemporary curriculum discussions, deliberations, and practices.

  • Identify and define the major ideas that have informed curriculum (from the 18th century to the present).
  • Identify major ideas (present from the beginning of the curriculum field) which continue to inform and animate contemporary curriculum debates, policies, and practices.
  • Articulate why and how (curriculum) ideas matter—as the basis (premises) upon which curriculum debate and policy are framed and enacted.

4. Understand the field of curriculum as the intersection of differing political and moral visions, where resides answers to the questions: what does it mean to be human?; what is truth?; and what is the ‘good’ society?

  • Articulate the various ways that curriculum can be understood to be “political.”
  • Recognize in contemporary curriculum “artifacts” (“texts,” policies, debates, research, etc.) implicit political and moral dimensions .
  • Inquire into the political and moral commitments residing in one’s own views on curriculum and education.

5. Know oneself—given who you are in the various contexts (occupational, community, etc.) to which you belong—more fully and in relation to “curriculum” in its various meanings and enactments.

  • Identify—drawing upon contemporary curriculum scholarship—differing definitions and enactments of curriculum. Then, having identified the differing definitions, to address the question, So What?
  • Articulate the range of contemporary issues in which contemporary curriculum scholarship is engaged. Then, to articulate the enduring concerns expressed within these issues.
  • Inquire into how your understanding and enactment of curriculum is being challenged or altered or disrupted, OR how it is evolving as a consequence of your own curriculum vitae (your life course) both prior to and during CI 550.
return to top of page

Required Course Materials

Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.

E-Book Option: An online version of one or more of your texts is available at no cost as a Penn State Library E-Book. Some E-Books will only be available online, while others will be available to download in full or in part. You may choose to use the E-Book as an alternative to purchasing a physical copy of the text. You can access the E-Book by selecting the Library Resources link on the course navigation, and then selecting the E-Reserves link. For questions or issues, you can contact the University Libraries Reserve Help (UL-RESERVESHELP@LISTS.PSU.EDU).

Library E-Reserves

This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.

return to top of page

Library Resources

Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can

  • access magazine, journal, and newspaper articles online using library databases;
  • borrow materials and have them delivered to your doorstep—or even your desktop;
  • get research help via email, chat, or phone using the Ask a Librarian service; and
  • much more. 

You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service.  The Off-Campus Users page has additional information about these free services.

return to top of page

Technical Requirements

Technical Requirements
Operating System

Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. 

To determine if your operating system is supported, please review Canvas' computer specifications.

Browser

Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using.

Please note that Canvas does not support the use of Internet Explorer. Students and instructors should choose a different browser to use.   

To determine if your browser is supported, please review the list of Canvas Supported Browsers.

Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites.
Additional Canvas Requirements For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications.
Additional Software

All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint.

Students will need a PDF reader, such as Adobe Reader.
Hardware

Monitor: Monitor capable of at least 1024 x 768 resolution
Audio: Microphone, Speakers
Camera (optional, recommended): Standard webcam - many courses may require a webcam for assignments or exam proctoring software.
Mobile Device (optional) The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements.

Student Education Experience Questionnaire (SEEQ)

During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.

If you need technical assistance at any point during the course, please contact the Service Desk.

For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!

return to top of page

Course Requirements and Grading

Assignment SummaryPoints per AssignmentPoints
Bongo Introductory Video and Response Postings1 @ 5 points5
"Table" Reading Postings5 "Table" Postings @ 10 points each50
"Table" Reading Response Postings5 "Table" Responses @ 5 points each25
"Continuum Activity 1" and "Continuum Activity 2" Discussions2 Discussions @ 10 points each20
"Meta-reflection 1" and "Meta-reflection 2" Short Essays2 essays @ 5 points each10
"Table" Action Activities5 actions @ 6 points each30
Bongo Final Summary Video and Response Postings1 @ 10 points10
TotalTotal Points150

 

Grade Scale
LetterPercentage RangePoints
A94 - 100141.0 - 150.0
A-90 - 93.99135.0 - 140.9
B+87 - 89.99130.5 - 134.9
B84 - 86.99126.0 - 130.4
B-80 - 83.99120.0 - 125.9
C+77 - 79.99115.5 - 119.9
C70 - 76.99105.0 - 115.4
D60 - 69.9990.0 - 104.9
F0  - 59.990 - 89.99

 

return to top of page

Please note that the expectation of graduate study quality work is that your earned final grade fall within the range of B to A. Work evaluated below the grade of “B” is expected to be worked on and improved. To support you in that endeavor, I commit to providing substantive, clear, and timely feedback so that your work is strengthened, as needed.

Graduate Grading Policy

Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.

return to top of page

Course Schedule

Course Schedule

The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.

  • Course length: 15 weeks
Introduction: Our Journey Begins
Introduction

Readings:

Textbook

  • Taubman, P. M. (2009). "Preface" (pp. ix-xii) and "Introduction" (Ch. 1, pp. 1-7) and "The Current State of Affairs" (Ch. 2, pp. 8-16).  In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.

Course Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

  • Miller, J. L.  (1990). Teachers as curriculum creators.  In J.T. Sears & J.D. Marshall (Eds.), Teaching and thinking about curriculum: Critical inquiries. (pp. 85-96). New York, N.Y.: Teachers College Press.
  • Wood, G. H. (1990).  Teachers as curriculum workers. In J.T. Sears & J.D. Marshall (Eds.), Teaching and thinking about curriculum: Critical inquiries. (pp. 97-109). New York, N.Y.: Teachers College Press.

Assignments:
  1. Complete the Course Introduction  NOTE: This introduction includes information on the tools you will be using for this course. It is imperative that you read/understand this information! As well, please please seek help when you experience confusion or difficulty!
  2. Read through the course syllabus.
  3. Read required readings (3).
  4. Login in to Bongo through the link in the Course Navigation left menu.
  5. Complete Who Am I? Introduction Using Bongo.
  6. Next, check back over the next few days to the Bongo site. Watch and listen to a minimum of 5 introductory videos. Post a short response that addresses the content of the introduction. In so doing, my hope is that the beginnings of a class community are “taking root”!
First Session
First Table Session

Readings:
  • Complete your Table-specific readings, listed in each Table module on the Table Readings page.

Assignments:
  1. Read required readings.
  2. Notify table members of your individual reading selection in your Table Discussion Group by going to the Course Navigation main menu --> click on Modules --> scroll to the Table you chose to sit at for the First Session --> then click on the Individual Reading discussion. (Note: If you have NOT signed up for a table, i.e., joined the table group, then you will not see the Individual Reading discussion.)
  3. Write your Reading Summary and post it into your Table Reading Summary Discussion Group.
  4. Access table members’ Reading Summaries AND post discussion responses to table members’ Reading Summaries.
  5. Identify Action Activity to complete.
  6. Submit Action Activity to the specified assignment.
"What Matters To You?" Continuum Activity 1
What Matters To You Continuum Activity #1
Readings:

Textbook

  • Taubman, P. M. (2009). "Tests" (Ch. 3, pp. 17-54). In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.
Assignments:
  • Identify within the continuum tool your position. Post your rational in the corresponding discussion forum and respond to three of your peers' positions. Access this activity via the course navigation menu. 
    • Posts are DUE: Monday of this week by 11:59 pm (ET) 
    • Responses to 3 peers posts are DUE:  End of this week on Tuesday by 11:59 pm (ET)
Second Session
Second Table Session

Readings:
  • Complete your Table-specific readings, listed in each Table module on the Table Readings page.
Assignments:
  1. Read required readings
  2. Notify table members of your individual reading selection in your Table Discussion Group by going to the Course Navigation main menu --> click on Modules --> scroll to the Table you chose to sit at for the Second Session --> then click on the Individual Reading discussion. (Note: If you have NOT signed up for a table, i.e., joined the table group, then you will not see the Individual Reading discussion.).
  3. Write your Reading Summary and post it into your Table Reading Summary Discussion Group.
  4. Access table members’ Reading Summaries AND post discussion responses to table members’ Reading Summaries.
  5. Identify Action Activity to complete
  6. Submit Action Activity to the specified assignment.
Meta-reflection #1
Meta-Reflection #1
Assignments:
  • Post your Meta-Reflection and then respond to the posts of three of your peers.
    • Access this assignment by clicking on the Meta-Reflection #1 link in the course navigation menu.
  • Read Taubman, P. M. (2009). "The Language of Educational Policy" (Ch. 4, pp. 55-87). In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.
Third Session
Third Table Session

Readings:
  • Complete your Table-specific readings, listed in each Table module on the Table Readings page.

Assignments:
  1. Read required readings
  2. Notify table members of your individual reading selection in your Table Discussion Group by going to the Course Navigation main menu --> click on Modules --> scroll to the Table you chose to sit at for the Third Session --> then click on the Individual Reading discussion. (Note: If you have NOT signed up for a table, i.e., joined the table group, then you will not see the Individual Reading discussion.).
  3. Write your Reading Summary and post it into your Table Reading Summary Discussion Group.
  4. Access table members’ Reading Summaries AND post discussion responses to table members’ Reading Summaries.
  5. Identify Action Activity to complete
  6. Submit Action Activity to the specified assignment.
Fourth Session
Fourth Table Session

Readings:
  • Complete your Table-specific readings, listed in each Table module on the Table Readings page.

Assignments:
  1. Read required readings
  2. Notify table members of your individual reading selection in your Table Discussion Group by going to the Course Navigation main menu --> click on Modules --> scroll to the Table you chose to sit at for the Fourth Session --> then click on the Individual Reading discussion. (Note: If you have NOT signed up for a table, i.e., joined the table group, then you will not see the Individual Reading discussion.).
  3. Write your Reading Summary and post it into your Table Reading Summary Discussion Group.
  4. Access table members’ Reading Summaries AND post discussion responses to table members’ Reading Summaries.
  5. Identify Action Activity to complete Submit Action Activity to the specified assignment.
"What Matters To You?" Continuum Activity 2
What Matters To You Continuum Acitivty #2
Readings:

Textbook

  • Read Taubman, P. M. (2009). "Audit Culture: Standards and the Practices of Accountability" (Ch. 5, pp. 88-126). In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.
Assignments:
  • Identify within the continuum tool your position. Post your rational in the corresponding discussion forum and respond to three of your peers' positions. Access this activity via the course navigation menu. 
    • Posts are DUE: Friday of this week by 11:59 pm (ET) 
    • Responses to 3 peers posts are DUE:  End of this week on Tuesday by 11:59 pm (ET) 
Fifth Session
Fifth Table Session

Readings:
  • Complete your Table-specific readings, listed in each Table module on the Table Readings page.

Assignments:
  1. Read required readings
  2. Notify table members of your individual reading selection in your Table Discussion Group by going to the Course Navigation main menu --> click on Modules --> scroll to the Table you chose to sit at for the Fifth Session --> then click on the Individual Reading discussion. (Note: If you have NOT signed up for a table, i.e., joined the table group, then you will not see the Individual Reading discussion.).
  3. Write your Reading Summary and post it into your Table Reading Summary Discussion Group.
  4. Access table members’ Reading Summaries AND post discussion responses to table members’ Reading Summaries.
  5. Identify Action Activity to complete
  6. Submit Action Activity to the specified assignment.
Meta-reflection #2
Meta-Reflection #2
Assignments:
  • Post your Meta-Reflection and then respond to the posts of three of your peers.
    • Access this assignment by clicking on the Meta-Reflection #2 link in the course navigation menu.
  • Read Taubman, P. M. (2009). "The Seduction of a Profession" (Ch. 6, pp. 127-157). In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.
Conclusion: Final Summary Video
Conlusion: Final Summary Video

Assignments:
  • See the Final Summary Video Page in the Course Introduction for more details.
  • Read Taubman, P. M. (2009). "Intellectual Capital: How the Learning Sciences Led Education Astray" (Ch. 7, pp. 158-195) and "Conclusion" (pp. 196-201). In Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, N.Y.: Routledge.

Graduating Students

Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.

One Year Course Access

Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.

return to top of page

Academic Integrity

According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.

All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .

return to top of page

Accommodating Disabilities

Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.

In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

return to top of page

Additional Policies

For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.

Counseling and Psychological Services (CAPS):

If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:

return to top of page

Top of page