Educational Leadership in a Global Society

CI 3540 Educational Leadership in a Global Society Fall 2006 Dr. Pam Schram Office 318-A Duncan Hall Phone- (828)262-2233 (office) E-mail: [email protected] Office hours: Monday and Wednesday 2:30-5:00 or by appointment ______

Course Text and Readings

 Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. New York, NY: Teachers College Press.

 Assigned readings in class.

Course Overview The world in which we live and teach is rapidly changing. We no longer can live and teach in isolation. A global perspective should permeate our thoughts and actions. The general purpose of this course is to assist Teaching Fellows in beginning to understand and develop a global perspective and in beginning to become a teacher and leader who promotes a global perspective among students and colleagues. This course is designed to provide hands-on experiences working with teaching techniques and materials to develop increased global understanding.

Course Goals Begin to build an understanding of a global perspective

Believe that the development of a global perspective helps us to better understand ourselves, our community, and our fellow human beings

Develop an understanding of what it means to be a global citizen

Be able to plan learning experiences that will contribute toward the development of a global perspective

Be able to relate the concept of global understanding to the total curriculum

Know where to locate and how to use resources that will help students gain a global perspective

Organization of the Course This course is structured to encourage participants to interact with the ideas in the course through discussion, presentation, writing, reading, and listening. The instructor will act primarily as a facilitator of these interactions. In this role the instructor will ask questions, monitor conversations, and encourage discussion. As participants you will be expected to ask questions, make statements, listen, reflect and write about the ideas addressed during the course. In addition, you will be expected to take on the role of discussion leader in both formal and informal settings. This course will feature individual and group activities, simulations, case studies, and guest speakers in addition to lecture and discussion. A special component of this course is Connecting Globally: Explore…Learn… Share…(CGELS). The CGELS experiences provide an opportunity for you to interact with the international students living in the Living and Learning Center. Reflecting on these experiences will be an essential component of this course.

Graded Requirements 1. Participation and Attendance- The discussions and interactions that take place in the classroom are an important part of this course. You will frequently be asked to read, write, or view material in preparation for class. All students are expected to attend each class session and play an active role in class by carefully listening to class members and thoughtfully contributing to discussions.

2. Reflective Journal- Each student will maintain a reflective journal throughout the course of the semester. Your entries will be in response to readings in and out of class and issues discussed in class. For each entry, you will write a one to two page typed response. For credit on this assignment, all responses must be submitted. In addition, papers submitted late will be deducted points. Each week you will submit your entry as a formative assessment check and receive a check, check plus or check minus depending on the content and written quality of your response. A final grade for the assignment will be given based on the content and written quality of all responses at the end of the semester. Grading will be based on the following scale:

Category Point Range Exceptional 36-40 points Proficient 30 points Needs Improvement under 30 points

Needs Improvement Proficient Exceptional Topics are not carefully selected Topics chosen for reflections are Material for reflections is to correlate with course content pertinent to course content and consistently chosen based on or goals; information is course goals; information is topics related to the course presented haphazardly with no thoughtfully presented; course and the course goals; course coherent thesis; responses are content is integrated into content is integrated into the lacking in analysis or reflection; responses; and, responses are responses in a meaningful essays need improvement on reflective and well-written. way; information is presented mechanics or grammar. from a variety of sources as appropriate (beyond your own view point); responses are comprehensive and thoughtfully analyze and reflect upon the topic; entries are consistently well-written.

3. CGELS Experiences- You will participate in a series of four cross-cultural exploration groups to cultivate relationships and international understanding. You will work in facilitated groups to explore similarities and differences for focus topics (e.g. music, storytelling, and lifestyles). You also will participate with one or more international students in a social activity of your choosing by September 12. You will write a reflective journal about each of these experiences and a synthesis reflection to capture what you learned from these experiences. The dates and times for GGELS experiences are below.  Sunday, August 27th, 6:00-8:00 (dinner is provided), LLC Great Hall  Sunday, September 17th, 6;30-8:00, LLC Great Hall  Sunday, October 15th, 6:30-8:00, LLC Great Hall  Sunday, November 5th, 6:30-8:00, LLC Great Hall

4. Inquiry Project- Early in the semester we will brainstorm a list of global issues as a class. Working in small groups, members will define, research, and present on one global issue. Presentations should be between 45 minutes to 1 hour and should be both informative and engaging. You will present to the class during the semester, make revisions to your presentation, and present your work on the LLC Research Day. The following questions are offered as a guide to structuring your presentations:

What is the global issue? To answer this question you will want to provide a background or context that explains the issue. Consider the scope of the problem, areas of the world that are affected; history of the problem, and other pertinent information. You will be expected to use a variety of resources (scholarly journals, organizational websites, news articles, books, etc.) to help you define and explore the issue.

How has it become more prominent as an issue?

How do different groups view this issue?

What are some responses to the issue? How do different responses affect different groups of people?

2 How might teachers conceptualize this issue in the classroom? What strategies might a teacher use to help students gain an understanding of the issue?

Presentations should not only include information presented in a PowerPoint format, but should also include engaging activities that will help us learn and think critically about the material. Consider case studies, simulation activities, debates, comparison studies, and hands-on activities as powerful teaching strategies. You will want to include activities that help us focus on your key points; not activities that are minimally related but fun. Be sure to thoroughly understand your material so you can facilitate questions and lead a thoughtful discussion. You will be graded on your bibliography and the sources you have chosen, the content you provide to your classmates on the selected issue, and your presentation (preparedness, organization and clarity, ability to maintain interest of peers, discussion). Keep in mind the following dates:  Thursday, October 12- abstract, bibliography, and tentative outline of presentation are due  Presentation (see schedule)- revised abstract, bibliography, and outline of presentation; copy of the PowerPoint; copy of any materials are due to the instructor  Tuesday, December 5- LLC Research Day presentations

5. Religions of Man Presentation- Working in groups of 4-5, you will present orally to your peers your group’s findings from research on a chosen religion (not your own). Groups should consider 30 minutes as a maximum presentation time. The sample outline provided and the exercise scheduled for our second class meeting, and the ensuing in class discussion will prove helpful.

6. Final Exam- You will be asked to synthesize what you have learned in relation to the course material for the final exam. Details will be provided later in the course.

Course Evaluation Each student will receive a grade based on the point value awarded to each of the assignments listed below.

Participation and Attendance 20 points (10%) Reflective Journal 40 points (20%) CGELS Experiences 30 points (15%) Inquiry Project 50 points (25%) Religions of Man Presentation 20 points (10%) Final exam 40 points (20%) TOTAL 200 points (100%)

Grading 200-186 = A 173-166 = B 153-146 = C 133-126 = D 185-180 = A- 165-160 = B- 145-140 = C- 125-120 = D- 179-174 = B+ 159-154 = C+ 139-134 = D+ Below 120 = F

Expectations for Work Academic honesty and integrity are expected of all students. Any work that you or your team submits must be your own work. Any ideas, information, approaches, or formats that you use based on the work of others must be acknowledged by citing the appropriate sources.

All assignments must be submitted on time in order to be awarded the maximum number of points. All assignments must be word-processed and spell checked.

You will be expected to cite all references using American Psychological Association (APA) format. A resource for this format can be found at http://www.wooster.edu/psychology/apa-crib.html or you may use the resources provided online by the ASU library.

If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and the Office of Disability Services, 222 D.D. Dougherty, 262-3053/262-3056 (TTY) as early as possible in the term.

3 Fall 2006 Calendar – CI 3540

Library Tour- Kelly Rhodes (meet in foyer at 9:30)

Class Day/Date Assignments

#1 Tuesday Introductions, Course Syllabi, Expectations August 22

#2 Thursday August 24

Sunday CGELS dinner/meeting required August 27 6:00-8:00

#3 Tuesday Read: Holler If You Hear Me- Prefatory Materials, Chapter 1 August 29

#4 Thursday CGELS reflection due August 31

#5 Tuesday Read: Holler If You Hear Me- Chapter 2 Sept. 5

#6 Thursday Convocation- no class Sept. 7

#8 Thursday Religions of Man Presentations- Groups 1 and 2 Sept. 14

Sunday CGELS meeting required (snacks provided) September 17 6:30-8:00

#10 Thursday Religions of Man Presentations- Groups 3 and 4 Sept. 21 CGELS reflection due

#12 Thursday Religions of Man Presentations- Group 5 Sept. 28

#13 Tuesday Read: Holler If You Hear Me- Chapter 6 Oct. 3

#14 Thursday No Class Today- Choose and attend a guest speaker (see list below) Oct. 5

#15 Tuesday Read: Holler If You Hear Me- Chapter 7

4 Oct. 10

#16 Thursday Inquiry Presentation: Abstract, Annotated Bibliography and Tentative Presentation Outline Oct. 12 due

Sunday CGELS meeting required (snacks provided) October 15 6:30-8:00

#17 Tuesday CGELS reflection due Oct. 17 Read: Holler If You Hear Me- Chapter 8

#18 Thursday University Break Oct. 19 Enjoy!

#19 Tuesday Read: Holler If You Hear Me- Chapter 9 Oct. 24

#20 Thursday Inquiry Presentation Group 1 Oct. 26

#21 Tuesday Read: Holler If You Hear Me- Chapter 10 October 31

#22 Thursday Inquiry Presentation Group 2 Nov. 2

Sunday CGELS meeting required (snacks provided) November 5 6:30-8:00

#23 Tuesday Read: Holler If You Hear Me- Closing Materials Nov. 7

#24 Thursday Inquiry Presentation Group 3 Nov. 9 CGELS reflection due

#25 Tuesday Guest Speaker reflection due (submit as journal entry prior to this date) Nov. 14

#26 Thursday Inquiry Presentation Group 4 Nov. 16 Final Reflective Journal due

#27 Tuesday CGELS synthesis reflection due Nov. 21

#28 Thursday No class- State Holiday Nov. 23

#29 Tuesday Nov. 28

#30 Thursday Inquiry Presentation Group 5 Nov. 30

#31 Tuesday LLC Research Day Dec. 5

Tuesday Final Exam Dec. 12 5 Noon-2:30 PM

6 Guest Speaker Options and Dates

Wednesday, Sept. 20, 2006 Table Rock – PSU 201B 7:00pm

Klan-Destine Relationships

Over the last ten years, Daryl Davis walked on the edge with one foot dangling over the precipice. His surprise meetings with Klan leaders who were unaware that he was Black has the suspense of a good Hitchcock story, yet his story is real. On a quest to do nothing more than explore racism and gather information for a book he was writing, Mr. Davis eventually became the recipient of robes and hoods by Klan members who came to him to rescind their beliefs. Filled with exciting encounters and amusing anecdotes, this presentation promises to empower the audience to confront their own prejudices and overcome their fears.

Tuesday, Oct. 24, 2006 Table Rock – PSU 201B 7:00pm

What Katrina Revealed: Economic Apartheid in America

In the wake of the natural and un-natural disaster that was Hurricane Katrina, the media briefly focused attention on the deep race and class divisions in the U. S. The growing inequality might be termed, “Economic Apartheid.” In this interactive presentation we will review the massive income and wealth shifts of the last 25 years, the rule changes that have fueled inequality, and a range of strategic initiatives we can take to reverse the growing gap between the rich and everyone else. Dr. Felice Yeskel, the Executive Director for Class Action will present this session. She is an adjunct faculty member of the Social Justice Education Program at UMass Amherst.

Tuesday, Oct. 10, 2006 Blue Ridge Ballrm– PSU 201 7:00pm

Debutante Balls

Debutante Balls is a theatrical stand-up comedy style dance through the fascinating culture of the Southern Debutante Ball. Scott Turner Schofield’s wicked sense of self-aware humor and poetic sensibility guide us gently (or is that genteel-ly?) through the many ways he “came out” into Southern Society, poking fun at gender roles and sniffing the vapors of a nostalgia gone-with-the wind in these modern times. The show’s creator and solo performer, Scott Turner Schofield relates the history of the Debutante Ball as a social institution. Weaving stories from his personal experience to highlight the problematic – but often hilarious – issues of gender, sexuality, race and class inside the “silk wallpapered walls of Southern High Society,” he has created a show the Atlanta Journal Constitution called “funny, revealing, whip-smart, and poetic.” This program is co-sponsored by the Equity Office, the ASU Women’s Center and BGLAAD.

Tuesday, Nov. 7, 2006 Price Lake – PSU 201A 7:00pm

Adventures in Handicapitalism

This presentation will be made by Johnnie Tuitel (pronounced title like a book) who was born with cerebral palsy, and has used a wheelchair his entire life. He attended East Grand Rapids Public Schools where he was the first disabled student legally mainstreamed in the State of Michigan. His disability has never kept him down. Handicapitalism is a term that Johnnie uses to focus on his ability and opportunities by developing good habits and working steadily to create a successful life. In this interactive and fun presentation, Mr. Tuitel will use his disability to address daily choices, attitudes, and promote positive change in society.