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CULTURAL VALUES IN EDUCATION
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Term: Summer, 2003-2004
Course Number:
EDU 391X
Instructor: Garrard
McClendon
Office: Room 300
E-mail: gmcclendon@ccsj.edu
Home
Phone: (219) 933-1590
Office
Hours: Monday
& Wednesday: 6:00 – 7:00
Course
Time: 7:00 pm – 10:00 pm
Monday
& Wednesday, May 10th – June 22nd
Prerequisites: None
Textbooks:
Cushner, Kenneth,
Averil McClelland and Phillip Safford, Human
Diversity in Education an Integrated Approach (New York: The McGraw-Hill Companies, 4th
Edition).
Excerpts from Sonia Nieto’s, A Light in Their Eyes and Jonathan
Kozol’s Savage Inequalities.
Class
Policy on Attendance:
Maintaining a
professional persona involves being punctual and present. Because we meet two
days per week, your class attendance is expected for every class session. To
participate, a student must be present, therefore the participation grade is
affected by attendance. Immediately contact your instructor if you have an
unavoidable circumstance. In the event of an illness, please provide a
physician’s memo with verification of illness. Two unexcused absences will
result in a failing grade.
|
Lesson |
Quantity |
Points |
|
Total Points |
|
Participation |
14 |
5 points |
|
70 |
|
Quizzes |
10 |
10 points |
|
100 |
|
Blackboard Entries |
7 |
10 points |
|
70 |
|
Interview Project |
1 Paper/Presentation |
50 + 50 points |
|
100 |
|
Position Paper |
1 Paper |
100 |
|
100 |
|
Final |
1 |
200 |
|
200 |
|
Total |
|
|
|
640 |
Grading
Scale: Percentile
All
assignments must be completed on time. Adequate time will be given to complete
assignments. Grades of “A,” “B,” and
“C,” are considered satisfactory work. Grades below a “C” constitute an
unsatisfactory grade.
A: 92-100
A-: 90-91 B+:
88-89 B: 82-87 B-:
80-81 C+: 78-79
C: 72-77
C-: 70-71 D+: 68-69
D: 62-67 D-: 60-61
F: 59 & below
After reading the weekly materials, students will be
expected to discuss the texts. Summaries and explanations are satisfactory on
the surface, but students should analyze, compare/contrast, and evaluate the
readings. Teacher candidates are required to read all chapters assigned in the
syllabus as well as producing journal entries when prompted.
Reflective Journal / Notes
(Blackboard)
Thoughts regarding assignments, discussions, classroom observations,
and the readings should all be encompassed in your Blackboard Journal. Students will submit these journal entries
on the Calumet College Blackboard by the Saturday of each week.
Writing
Requirements
(Interview –
Brief – Group Presentation)
Individual students will be expected to conduct a 15-30
minute recorded interview with a student and write a brief of the interview’s
diversity angle. Once complete, students will be placed in groups of 4 to
discuss, analyze, compare, and contrast, their interviews. The group project
will highlight the similarities and differences of each group member’s
interview subject.
(Diversity
Challenge Paper)
What are the
challenges of a culturally diverse scholastic environment?
What are the
challenges of a culturally non-diverse scholastic environment?
In your paper, list three challenges and support your
challenges with the research of at least three scholars. Please cite research materials. Papers should be 4-5 double-spaced typed
pages. Be prepared to defend paper in a
round-table discussion.
Quizzes
Weekly reading is
critical to the student’s mastery of diversity topics. Quizzes will be given to
insure quality reading and evaluation of the text.
Final
Exam
A final
exam for semester will be given on the final day of class
Connection of Standards of Course:
Furnishing teacher candidates with an opportunity to discuss
and explore multiple possibilities for the diversity query, the goal of this
course is to enable you to participate in learning activities that will provide
you with the means to:
·
Explore challenges faced by educators working in schools
with students possessing varied cultural backgrounds, language proficiency,
socio-economic status, race and gender identities in hopes of designing
instruction that begins with students’ understanding and fosters the conceptual
development for all students
·
Engage various methodological approaches in order to
effectively use multiple representations and explanations of disciplinary
concepts that capture key ideas and link them to students’ prior knowledge
·
Interview and observe elementary, middle/junior high school,
and/or senior high students in order to engage active research which utilizes
students’ voices as a tool to wrestle with issues and theories in multicultural
education
·
Incorporate the INTASC Principles
·
Incorporate Bloom’s
taxonomy
·
Use school and community resources that address diversity.
Learning Objective/ Competencies:
(In accordance with
Bloom’s Taxonomy)
Teacher Education
Students will be prepared to identify, address and meet the needs of students
with different:
Teacher Education
Student will be able to implement appropriate projects, activities, and
methodologies that will embrace and promote cultural values throughout the
classroom.
Portfolio:
As of the 1996-97 academic year, the
Education Program of CCSJ is requiring teacher candidates to develop a
professional portfolio prior to the student teaching course. This portfolio should contain examples of
professional development from various courses and activities. Many of the projects connected with this
course would make appropriate additions to such a portfolio.
Format for Written Assignments:
The
professional Education and Psychology communities have adopted the standards
delineated in the Publication Manual of the American Psychological
Association. The current work is the
Fourth Edition, 1994, available in the bookstore and the library. Plagiarism is
a serious unprofessional practice.
Please consult the CCSJ Student Handbook as well as the APA Publication
Manual for a) a description of plagiarism and b) how to avoid it.
Interstate New
Teacher Assessment and
Support Consortium (INTASC) Principles
The Ten INTASC
principles are listed below. Specific standards for knowledge, dispositions,
and performances accompany each principle, but space does not permit listing
them below. For a complete copy of the INTASC standards, contact Jean Miller, Director of INTASC, Suite 700,
One Massachusetts Avenue NW, Washington DC 20001-1431.
Principle #1:
The teacher
understands the central concepts, tools of inquiry, and the structures of the
discipline(s) he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students.
Principle #2:
The teacher understands how children
learn and develop, and can provide learning opportunities that support their
intellectual, social, and personal development.
Principle #3:
The teacher understands how students
differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
Principle #4:
The teacher understands and uses a
variety of instructional strategies to encourage students’ development of
critical thinking, problem solving, and performance skills.
Principle #5:
The teacher uses an understanding of
individual and group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagement in learning, and
self-motivation.
Principal #6:
The teacher
uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction
in the classroom.
Principle #7:
The teacher
plans instruction based upon knowledge of subject matter, the community, and
curriculum goals.
Principle #8:
The teacher
understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the
learner.
Principle #9:
The teacher is
a reflective practitioner who continually evaluates the effects of his/her
choices and actions on others (students, parents, and other professionals in
the learning community) and who actively seeks out opportunities to grow
professionally.
Principle #10:
The teacher
fosters relationships with school colleagues, parents, and agencies in the
larger community to support students’ learning and well-being.
Statement
of Plagiarism:
If
an instructor or other Calumet College of St. Joseph personnel find that a student
has plagiarized or been involved in another form of academic dishonesty, the
instructor or other personnel may elect to bring the matter up for judicial
review. The maximum penalty for any form of academic dishonesty is dismissal
from the College. The procedures for judicial review are listed under the
section of CCSJ handbook that addresses student grievances.
Calumet
College of St. Joseph adheres to citation guidelines as prescribed by the
particular discipline (APA – American Psychological Association). All of these guidelines are available in the
Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of
sources, including electronic media.
Withdrawal from Classes Policy:
After
the last day for class changes has passed (see College calendar), students may
withdraw from a course in which they are registered with permission from the
faculty member conducting the course. A written request detailing the reason(s)
for the withdrawal must be filed with the Registrar. Written request for
withdrawal must be received by the Registrar by the last day of classes prior
to the final examination dates specified in the catalogue. Written requests may
be mailed to the Registrar or faxed to the College fax number 219-473-4259.
Students are to make note of the refund schedule when withdrawing from courses.
The request is forwarded to the faculty member, who makes the final
determination to accept or deny the request. If the request is honored, the
student will receive notification of official withdrawal; if denied, the
notification will indicate why the withdrawal is disallowed. Note: Degree
Completion Division (DCD) students should consult the DCD Student Handbook for
information on DCD withdrawals.
An
official withdrawal is recorded as a "W" grade on the student's
transcript. Dropping a course without written permission automatically incurs
an "F" grade for the course (see Refund Schedule).
Center
for Academic Excellence:
Tutoring assistance is free to all students of
Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE),
to make an appointment at 473-4287. The Center has experienced and well-trained
tutors in most subject areas to help students who are struggling in a course or
who are doing well and would like to do better. Regular weekly tutoring
sessions are likely to improve your grade.
Statement
of Plagiarism:
If an instructor or other Calumet College of St.
Joseph personnel find that a student has plagiarized or been involved in
another form of academic dishonesty, the instructor or other personnel may
elect to bring the matter up for judicial review. The maximum penalty for any
form of academic dishonesty is dismissal from the College. The procedures for
judicial review are listed under the section of CCSJ handbook that addresses
student grievances. (Academic Planner 2001/2002 p.27)
Citation
Guidelines:
Calumet College of St. Joseph adheres to
citation guidelines as prescribed by the particular discipline (i.e., MLA, APA,
and Chicago Manual of Style). All of
these guidelines are available in the Calumet College of St. Joseph library or
bookstore. These texts outline how to
cite references from a variety of sources, including electronic media.
Withdrawal
from Classes Policy:
After the last day for class changes has passed
(see College calendar), students may withdraw from a course in which they are
registered with permission from the faculty member conducting the course. A
written request detailing the reason(s) for the withdrawal must be filed with
the Registrar. The Registrar must receive written request for withdrawal by the
last day of classes prior to the final examination dates specified in the
catalogue. Written requests may be mailed to the Registrar or faxed to the College
fax number 219-473-4259. Students are to make note of the refund schedule when
withdrawing from courses. The request is forwarded to the faculty member, who
makes the final determination to accept or deny the request. If the request is
honored, the student will receive notification of official withdrawal; if
denied, the notification will indicate why the withdrawal is disallowed.
An official withdrawal is recorded as a
"W" grade on the student's transcript. Dropping a course without
written permission automatically incurs an "F" grade for the course
(see Refund Schedule).