Lamar University College of Education and Human Development Department of Educational Leadership
SYLLABUS
The CONCEPTUAL FRAMEWORK of the Lamar University undergraduate and graduate educator preparation programs illuminates the vision of the faculty. The programs prepare educators for a changing world by requiring as outcomes general education, pedagogical content knowledge, content proficiency, pedagogical strategies, communication skills, values, and analytical abilities. Critical thinking is required for responding to the diverse needs of P- 12 students in myriad and changing settings. Lamar University educator preparation candidates also develop dispositions and habits of mind needed for “self-learning” and lifelong learning”, that will equip them to encounter problems and change with confidence. ----- I. Course Prefix, Number, and Title EDLD 5312 Leadership for Diverse Students
II. Department Address Department of Educational Leadership Lamar University P O Box 10034 Beaumont, TX 77710 Phone: (409) 880-8689 FAX: (409) 880-8685
III. Course Professors A. Lead Professor Name: David K. Wallace, Ph.D. Title: Director, Masters Program and Certifications Assistant Professor Phone: 409-880-8685 Email: [email protected]
EDLD 5312 Syllabus Page 1 of 22 Revised Spring 2016
Virtual Office Hours: 30 minutes following weekly web conferences
B. Co- Professor (assigned to designated sections)
Name: Kay Abernathy, Ed.D. Title: Associate Professor Phone: 832-712-6155 Email: [email protected]
IV. Course Description
This course facilitates excellence in leadership by exploring current knowledge and research related to diversity issues reflected in cultural and societal patterns affecting the American educational system. These issues include but are not limited to socioeconomic, ethnicity, religion, literacy, gender, age, sexual orientation, social justice, geographic or regional, and special needs. An emphasis on the educational leader as scholar-practitioner will guide the examination of socio-cultural and diversity issues pervasive in society. These issues will be examined through an exploration of American educational history, philosophy, multicultural, and critical pedagogy. Existing, as well as emergent cultural and societal patterns will be contextualized in terms of leadership in Texas, the US, and globally.
V. Educator Preparation Standards, Course Goal and Outcomes
Goal: Development of educational leaders as scholar-practitioners who demonstrate depth of understanding related to societal and cultural patterns of race, power, gender, diversity, and practice characterized by an emphasis on personal and professional self-examination, scholarly and disciplined inquiry, and theoretical and practical applications.
Outcomes: The following outcomes have been selected from the SBEC Principal Competencies and Quality Indicators – (you are urged to review the SBEC Principal Competencies Expanded Edition 2013 – See Resource Section). The outcomes for this course cover every domain and most of the competencies. As you journey to developing a climate of cultural community, you will have applied almost all of the knowledge and skills needed to master the SBEC Principal Competencies.
Domain I—School Community Leadership – supported by Competencies 1 – 3 Domain II—Instructional Leadership – supported by Competencies 4 – 7 Domain III—Administrative Leadership – supported by Competencies 8 – 9
EDLD 5312 Syllabus Page 2 of 22 Revised Spring 2016
Domain I—School Community Leadership – supported by Competencies 1 – 3
Competency 001: The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
C1 Quality Indicators
The principal knows how to:
• ensure that parents and other members of the community are an integral part of the campus culture. • implement strategies to ensure the development of collegial relationships and effective collaboration. • respond appropriately to diverse needs in shaping the campus culture. • use various types of information (e.g., demographic data, campus climate inventory results, student achievement data, emerging issues affecting education) to develop a campus vision and create a plan for implementing the vision. • use strategies for involving all stakeholders in planning processes to enable the collaborative development of a shared campus vision focused on teaching and learning. • acknowledge and celebrate the contributions of students, staff, parents, and community members toward realization of the campus vision.
Competency 002: The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize resources to promote student success.
C2 Quality Indicators: The principal knows how to: • communicate effectively with families and other community members in varied educational contexts. • apply skills for building consensus and managing conflict. • implement effective strategies for systematically communicating with and gathering input from all campus stakeholders. • develop and implement strategies for effective internal and external communications. • develop and implement a comprehensive program of community relations that effectively involves and informs multiple constituencies, including the media. • provide varied and meaningful opportunities for parents/caregivers to be engaged in the education of their children. • establish partnerships with parents/caregivers, businesses, and others in the community to strengthen programs and support campus goals. • communicate and work effectively with diverse groups in the school community EDLD 5312 Syllabus Page 3 of 22 Revised Spring 2016
to ensure that all students have an equal opportunity for educational success. • respond to pertinent political, social, and economic issues in the internal and external environment.
Competency 003: The principal knows how to act with integrity, fairness, and in an ethical and legal manner.
C3 Quality Indicators: The principal knows how to:
• model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors. • apply knowledge of ethical issues affecting education. • apply legal guidelines (e.g., in relation to students with disabilities, bilingual education, confidentiality, discrimination) to protect the rights of students and staff and to improve learning opportunities. • apply laws, policies, and procedures in a fair and reasonable manner. • articulate the importance of education in a free democratic society. • serve as an advocate for all children. • promote the continuous and appropriate development of all students. • promote awareness of learning differences, multicultural awareness, gender sensitivity, and ethnic appreciation.
Domain II—Instructional Leadership – supported by Competencies 4 – 7
Competency 004: The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance.
C4 Quality Indicators: The principal knows how to:
• facilitate effective campus curriculum planning based on knowledge of various factors (e.g., emerging issues, occupational and economic trends, demographic data, student learning data, motivation theory, teaching and learning theory, principles of curriculum design, human developmental processes, legal requirements).
Competency 005: The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth.
C5 Quality Indicators: The principal knows how to:
• create conditions that encourage staff, students, families/caregivers, and the
EDLD 5312 Syllabus Page 4 of 22 Revised Spring 2016
community to strive to achieve the campus vision. facilitate the implementation of sound, research-based theories and techniques of teaching, learning, classroom management, student discipline, and school safety to ensure a campus environment conducive to teaching and learning. • facilitate the development, implementation, evaluation, and refinement of student services and activity programs to fulfill academic, developmental, social, and cultural needs. • analyze instructional needs and allocate resources effectively and equitably. • analyze the implications of various factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning. • ensure responsiveness to diverse sociological, linguistic, cultural, and other factors that may affect students' development and learning.
Competency 006: The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. C6 Quality Indicators: The principal knows how to:
• work collaboratively with other campus personnel to develop, implement, evaluate, and revise a comprehensive campus professional development plan that addresses staff needs and aligns professional development with identified goals. • implement effective, appropriate, and legal strategies for the recruitment, screening, selection, assignment, induction, development, evaluation, promotion, discipline, and dismissal of campus staff. • diagnose campus organizational health and morale and implement strategies to provide ongoing support to campus staff. • engage in ongoing professional development activities to enhance one's own knowledge and skills and to model lifelong learning.
Competency 007: The principal knows how to apply organizational, decision-making, and problem solving skills to ensure an effective learning environment. C7 Quality Indicators: The principal knows how to: • frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills. • use strategies for promoting collaborative decision making and problem solving, facilitating team building, and developing consensus. • encourage and facilitate positive change, enlist support for change, and overcome obstacles to change.
Domain III—Administrative Leadership – supported by Competencies 8 – 9
EDLD 5312 Syllabus Page 5 of 22 Revised Spring 2016
Competency 009: The principal knows how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment. Quality Indicators: The principal knows how to: • implement strategies that enable the school physical plant, equipment, and support systems to operate safely, efficiently, and effectively. • apply strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns. • develop and implement procedures for crisis planning and for responding to crises. • apply local, state, and federal laws and policies to support sound decision making related to school programs and operations (e.g., student services, food services, health services, transportation).
VI. Course Prerequisites N/A
VII. Materials
A. Textbook
Conflicts in culture: Strategies to Understand and Resolve the Issues by Sandra Harris and Steve Jenkins, Rowman & Littlefield, 2013.
This text is required. Purchasing the text is optional as the final draft page proofs are available in the Course Resources.
Poverty is not a learning disability: Equalizing opportunities for low SES students by Tish Howard, Sandy Grogan Dresser with Dennis Dunklee, Corwin Press, 2009; reissued, 2015.
You will only be required to report on one chapter from this book, and you may be able to find a sample chapter on some of the large Book sites, like Amazon or Barnes & Noble.
VIII. Instructional Associates Each course section has an assigned instructional associate who will be your primary point of contact and provide support throughout the course. Information regarding your assigned Instructional Associate will be provided through an e-mail or course announcement. Your IA will provide a welcome and introductory letter with his/her contact information. Course activities, assignments, questions, and correspondence are
EDLD 5312 Syllabus Page 6 of 22 Revised Spring 2016
to be emailed to your assigned IA first. If you need further assistance, please contact the professor assigned to your section.
IX. Course Expectations Students are expected the review the course syllabus prior to completing any course activity. Students are expected to participate in the discussion forum and keep current with the course schedule, assignment due dates, and assigned readings. Student work is expected to be submitted in the required format for each assignment, follow directions and rubrics in order to receive maximum points. When working in groups, all members of the group are expected to fully participate in the activity. It is the student’s responsibility to maintain appropriate equipment and access to the online environment in order to fully participate in the class.
Student conduct regulations, as found in the Lamar University Student Handbook, apply to all graduate students. These regulations include policies relating to academic dishonesty, plagiarism, university disciplinary code, and student rights and responsibilities. It is the responsibility of all graduate students to read the Student Handbook and to abide by all university regulations. The student can be found at http://students.lamar.edu/student-handbook.html.
A. Participation/Attendance Students are expected to log into the current course on the first day of the first week of the session (normally a Monday). Students will be dropped, without refund, after the first week for non-participations.
B. Academic Honesty Academic honesty is expected on all assignments. All work submitted must be your own work. This includes plagiarism of both published and unpublished information. Clearly cite references when using another’s ideas and use the American Psychological Association (APA) 6th Ed. for referencing both in body of a paper and reference section. Plagiarism is not just copying another’s work, but it also occurs if you do not cite information that is paraphrased.
We understand that some student work is independent and some is collaborative. Please remember that even in collaborative assignments, students must submit original work. This means that two or more students may not submit assignments that are more than 15% plagiarized. It is the responsibility of each student to understand what constitutes plagiarized. Students will be held responsible for any incidences of plagiarism, accidental or not.
University policy on academic dishonesty, including plagiarism, cheating, and collusion, may be found in the Student Handbook published online at www.lamar.edu/student- handbook.
EDLD 5312 Syllabus Page 7 of 22 Revised Spring 2016
C. Special Accommodations Lamar University is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center (DRC) is located in the Communications building room 105. Office staff collaborates with students who have disabilities to provide and/or arrange reasonable accommodations. For more information, visit the link http://www.lamar.edu/disability-resource-center/.
If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact the DRC at 409-880-8347 or [email protected] to arrange a confidential appointment with the Director of the DRC to explore possible options regarding equitable access and reasonable accommodations. If you are registered with DRC and have a current letter requesting reasonable accommodations, we encourage you to contact your instructor early in the semester to review how the accommodations will be applied in the course.
D. Class Communication Guidelines Graduate level discourse welcomes and respects differing opinions and perspectives. Our differences add richness to the learning experience. Each student is expected to use constructive and professional language and intention in all written / oral communication. Please refrain from sarcasm, humor, or any judgments of a personal nature toward any other individual. Debate and critique of ideas, concepts, and issues are invited.
Adhere to the same standards of behavior online that you follow in real life when writing emails or posting on the discussion board. More information on the student code of conduct can be found in the student handbook located at http://students.lamar.edu/student-handbook.html#generalprovisions.
E. Privacy Policy Links for Online Services & Accessibility Policy Links Privacy Policies Blackboard: http://www.blackboard.com/Footer/Privacy-Center.aspx Adobe Connect: http://www.adobe.com/privacy.html VoiceThread – https://voicethread.com/termsofuse/
Accessibility Policies Mozilla Firefox: https://support.mozilla.org/en-US/kb/accessibility-features-firefox- make-firefox-and-we Microsoft: https://www.microsoft.com/enable/microsoft/mission.aspx Adobe Acrobat: http://www.adobe.com/accessibility/products/acrobat.html
X. Technology Prerequisites In this course, students should feel confident about their ability to navigate through typical websites and to use common word processing software in order to submit written assignments. You need to be able to:
EDLD 5312 Syllabus Page 8 of 22 Revised Spring 2016
• Navigate websites, including downloading and reading files from them. • Download and install software or plug-ins such as Adobe Reader, Window Media Player or Flash. • Use e-mail, including attaching and downloading documents/files from e-mail. • Save files in commonly used word processing formats (.doc, .docx, .rtf). • Copy and paste text and other items in computer documents. • Save and retrieve documents and files on your computer. • Locate information on the Internet using search engines. • Locate information in the library using the online catalog.
The system requirements for this course are:
A. Computer/Technology Requirements
1. Students will need regular access to a computer with a broadband Internet connection. The minimum computer requirements are:
• Any current Flash-compliant browser (recent versions of Firefox or Safari) • 4 GB of RAM, 8 GB or more preferred o **Please note that Blackboard may not support Internet Explorer or Chrome. • Broadband connection (cable modem, DSL, or other high speed) required – courses are heavily video intensive • Video display capable of high-color 16-bit display – 1024 x 768 or higher resolution • A sound card and speakers or headphones • Current anti-virus software must be installed and kept up to date. • Students will need some additional free software for enhanced web browsing. Be certain to download the free versions of the software. Most home computers purchased within the last 3-4 years meet or surpass these requirements. o Use Firefox (https://www.mozilla.org/en-US/firefox/new) o Adobe Reader (https://get.adobe.com/reader/) o Flash Player (https://get.adobe.com/flashplayer/) o Java (https://www.java.com) ! Attention: If you use 32-bit and 64-bit browsers interchangeably, you will need to install both 32-bit and 64-bit Java in order to have the Java plug-in for both browsers. » FAQ about 64-bit Java for Windows
2. At a minimum, students must have Microsoft Office 2010 or newer or OpenOffice, or Student Office for Mac 2011 or newer. Microsoft Office is the standard office productivity software utilized by faculty, students, and staff. Microsoft Word is the standard word processing software, Microsoft Excel is the standard spreadsheet
EDLD 5312 Syllabus Page 9 of 22 Revised Spring 2016
software, and Microsoft PowerPoint is the standard presentation software. Microsoft Office 365 is readily available for students. Students can either use this software package online or download and install it on their computer. To access MS Office 365, log into MyLamar and click the “Students” tab. Copying and pasting, along with attaching/uploading documents for assignment submission will also be required. If you do not have Microsoft Office or Student Office for Mac, you can check with the bookstore to see if they have any student copies.
D. MyLamar Gateway Students are asked to obtain a Lamar Electronic Account user name and password so they can log into MyLamar. Students may get information on how to get into MyLamar through the following links: Go to http://www.lamar.edu/ and then click on the MyLamar link on the left top corner of the screen. Follow the steps to secure your MyLamar username and password. The MyLamar portal will be used for email correspondence between the professor and the class and to access this course in Blackboard.
For questions regarding your myLamar account (setting up your account or email, username, and password issues), email us at [email protected] or call us at 409-880- 2222, 8:00am to 5:00pm, Monday through Friday.
C. Blackboard Learning Management System This course is asynchronous and fully online using the Blackboard (Bb) Learning Management System. Please take some time to navigate the tabs in Bb. Some live weekly sessions may be scheduled through Adobe Connect at the discretion of the instructor. Students not able to attend live sessions are expected to view the recording. All technical support questions (including password questions) for Blackboard should be addressed to Blackboard via one of the methods below: Email: [email protected] Daytime Support: 409.880.2222 Tool Free: 1.866.585.1738 More Blackboard support information can be found at http://luonline.lamar.edu/blackboard-support/.
D. Adobe Connect Web Conferences You do not need to download or purchase additional software to participate in the conference. However, a headset with microphone and Web camera are preferred equipment. You will be provided with an Adobe Connect link to access the web conferences, if needed. You will not need a username or password when logging into Adobe Connect. Please log in as a guest and enter your name and section number.
You can access Adobe Connect by going to http://lamar.adobeconnect.com.
E. Tk20 - Electronic Portfolio
EDLD 5312 Syllabus Page 10 of 22 Revised Spring 2016
Tk20 is the official electronic portfolio software of Lamar University College of Education and Human Development. Program required signature assessments, practicum logs, mentor evaluations and other documents are archived through the Tk20 secure portal. All signature assessments will be graded via Tk20, available at http://lamar.tk20.com. It is the responsibility of each student pursuing any degree or certification as an educator to purchase an account to access and use Tk20. The account activation fee is considered a professional expense incurred as a part of an educator preparation program. The user account may be utilized for seven years from the activation date. For assistance with purchasing or using Tk20, contact the Lamar Tk20 helpdesk at [email protected] or call 409-880-7608.
XI. Grading and Evaluation
A. Grading In determining the final course grade, the following scale is used: 526 – 575 points = A 476 – 525 points = B 426 – 475 points = C (Unacceptable for graduate level credit) Below 426 points = F
Students must have a cumulative 3.0 GPA to be able to graduate.
B. Discussion Board Initial post is due on Thursday each week and 2 responses to colleague’s post by end of week (11:59 CST).
C. Late Work Policy Graduate students (especially aspiring leaders) are expected to meet deadlines. Students unable to complete an assignment by the due date must contact the professor assigned to your section prior to foreseen events or immediately following unforeseen events. A 10% deduction from the final grade will occur for each day the assignment has not been submitted. Discussion board assignments are not accepted late.
XII. Drop/Add Policy As a student, it is your responsibility to make sure you are officially enrolled in this course. If you decide to drop the class, it is your responsibility to officially drop. Any student who stops attending class and does not officially drop, will earn an F for the
EDLD 5312 Syllabus Page 11 of 22 Revised Spring 2016
course. Detailed information about critical dates can be found at http://students.lamar.edu/registration/course-schedules.html
XIII. Incomplete Grade Policy At the discretion of the course professor, a grade of “I” (Incomplete) if the student may be assigned if the student is unable to complete course requirements due to medical issues, family emergencies, or life events beyond the student’s control. Procrastination or failure to plan a balance between work and program do not apply. Students must inform the professor of circumstances meeting the requirements for an Incomplete prior to the end of the course. The student will have until the end of the following semester to complete and submit all required assignments. If not completed and submitted by this deadline, the grade will automatically change to an F. Please note that any course grade that changes to an F will not be subject to a grade change. Note: Any Incompletes must be resolved prior to enrolling in either EDLD 5397 or 5398.
XIV. Course Evaluation It is the right and the responsibility of each student to complete the course evaluation. An email will be sent by the university with directions and timelines to complete. In addition, course evaluation information and instructions are available in your Practicum Orientation Course.
XV. Additional Course Information
A. Syllabus Subject to Change While information and assurances are provided in this course syllabus, it should be understood that content may change in keeping with new research and literature and that events beyond the control of the instructor could occur. Students will be informed of any substantive occurrences that will produce syllabus changes.
B. Academic Continuity Plan In the event of an announced campus closure in excess of four days due to a hurricane or other disaster, students are expected to login to Lamar University’s website’s homepage http://www.lamar.edu for instructions about continuing courses online.
XVI. Course Assignments and Activities
You will complete assignments and activities that address the journey toward cultural community and where appropriate discuss how the Principal/Leadership Competencies are relevant in the completing activities.
1. Cultural Proficiency Receptivity Survey/Scale: (25 points)
EDLD 5312 Syllabus Page 12 of 22 Revised Spring 2016
Take the course self assessment in Week 1 and again in Week 5 – this provides an opportunity to compare and contrast your scores, and describe lessons learned in your Week 5 Final Reflections.
2. Six Points of the Cultural Community Continuum (25 Points) This activity will covers Chapter One of the textbook, pages 2 - 11. Review the six stages of cultural community listed below. Using interviews or observations from your workplace field experiences, give at least one example of actions that might fit into each of the stages of the continuum. Some examples are given in the activity, and you may build on those experiences or indicate if interviews confirmed the given examples.
Cultural Cultural Cultural Deficit Discovery Conscience
Cultural Cultural Cultural Denial Celebration Community
3. Code of Ethics Survey (25 Points) This activity requires students to review the Texas Administrative Code, Chapter 247 Code of Ethics and Standard Practices for Texas Educators. You will use a Likert scale and score your observation of the frequency of practice of each of the Code of Ethics standards. A brief reflection follows.
4. Exploring Cultural Diversity in modern media (25 points each critique – 4 critiques in course totaling 100 points)
You will critique news stories, movies, and videos (including You Tube) that focus on cultural issues, books, and articles.
Week 1: This critique is worth 25 points. Use the form in Assignment 1. Critique the article by Nuri-Robins, K., Lindsey, D., Terrell, R., & Lindsey, R. (2007). Cultural proficiency: Tools for secondary school administrators. National Association of Secondary School Principals: NASSP Principal Leadership, 8(1), 16-22.
Weeks 2, 3, 4: Three total critiques – Each critique is worth 25 points. Please use the Article/Book/Movie Critique Form. The form is placed in Weeks 2 – 4 Assignments.
EDLD 5312 Syllabus Page 13 of 22 Revised Spring 2016
See list of suggested movies and articles provided at end of syllabus.
5. Equity Audit Assignment from the Cultures in Conflict textbook, see Appendix 4, page 91 (100 Points – 20 points per component)
This will be introduced in Week One and due at the end of Week 5.
Using either of the textbooks and your experiences (maybe even use your Code of Ethics Survey results), please conduct an Equity Audit and develop a preliminary action plan to address the inequity issues – you may have already conducted a similar audit in your Action Research Plan, and you may certainly use it if it applies to this assignment.
1. Identify issues of systemic inequity within the school and district.
2. Areas of possible review include the three key equity issues: teacher quality (teacher certification, teacher education, teacher experience), program (special education, gifted and talented, bilingual, student discipline), and achievement (state testing results, dropout rates, graduation tracks, SAT results).
3. Analyze to explore why the inequity might be occurring.
4. Identify additional data that need to be collected and assessed.
5. Collaboratively create a preliminary action plan that includes, for example, parents, administrators, school board members, teachers, or superintendent and central office staff members.
6. Case Study (25 Points for each case study – 6 case studies in course: 150 total points)
Using the textbook, Conflicts in Culture, do the Case Studies in Chapters 4 – 9 – Six case studies total. Please use EDLD 5388 Case Study Report using the Framework for Analyzing Cultural Conflict (FACC), see Figure 2.1 of page 14 in the Cultures in Conflicts (CIC) text. You will be requested to do 2 Case Studies in each of Weeks 2, 3 and 4 – in other words, Week 2 – Do Case Studies from Chapters 4 and 5 Week 3 – Do Case Studies from Chapters 6 and 7 Week 4 – Do Case Studies from Chapters 8 and 9
EDLD 5312 Syllabus Page 14 of 22 Revised Spring 2016
7. Cultural Autobiography: (50 total points)
Students will prepare a cultural biography that focuses on your cultural growth and development from the prospective of the writer (YOU) over the period of your personal history. This document may include incidents, events, and impacts of interacting with others from a multi-cultural position. If you cannot identify having multi-cultural contacts or connections, be sure to include that in your Autobiography. The lack of interactions is in itself a cause for reflections as to the cause and/or reasons for the lack of contact and/or events.
The Autobiography should address the following Cultural Proficiency Elements, covered in your readings and in the Power Point, Cultural Proficiency and Conflict Resolution: Enriching the Knowledge and Skills Base in Classrooms and on Campuses – introduced in Week One and due in Week 5.
Element One - Assessing my cultural knowledge: Here we ask you to discuss your knowledge of how you relate to cultures – an inside-out approach. You may wish to describe your ethnic or family genealogy, your religious, spiritual or political affiliations, your family, friends, geographic or regional influences, and other identities. Element Two - Valuing diversity: Here we ask you to assess the extent to which you have related to issues of valuing diversity. Element Three - Managing the dynamics of difference: Here we ask you to assess the extent to which you have experienced diversity demands, engaged in courageous conversations and conflict resolution related to multiple perspectives and issues arising from diversity.
Element Four - Adapting to diversity: Here we ask you to assess the extent to which you have learned to adapt to diversity.
Element Five - Institutionalizing cultural knowledge: Here we ask you to assess the extent to which you have been proactive in shaping policies and practices that meet the needs of a diverse community or culture.
8. EDLD 5312 Second Text Assignment – (worth 25 Points)
Using the Chapter Critique Form for Poverty is Not a Learning Disability provide a Critique of at least ONE Chapter. This assignment will be due at the end of Week 3.
9. Final Reflection (worth 25 points)
This paper will be a summary of lessons learned in the course, and should include you retaking the Cultural Receptivity Survey – see if your score changed, and identify how it changed – increased by 12 points, or maybe decreased in total points? And be sure to EDLD 5312 Syllabus Page 15 of 22 Revised Spring 2016
answer the following questions: How can I apply what I have learned in this course to my personal/professional life? What knowledge and skills did you gain that you will be able to apply in your personal/professional life? The Final Reflection will be due at the end of Week 5.
XVII. Discussion Board Prompt for Weeks 1 – 5
Four Reflection(s) (50 Points total for 5 weeks - 10 Points each week: 2 Points for each element: • Observation • Reflection • Translation • Application
You receive 2 points for responding to at least two other postings.
Your Weekly Discussion Prompt provides an opportunity for you to reflect on an “ah hah” moment on your cultural journey. As you write your discussion post, consider the following areas and questions:
Observation: What event, thought, or conversation stood out in the last week or two? This could be something that has happened to you, a book or reading, a poem, or a quote that you have read, a song you have heard, etc. What was it about this that made it stand out? How and why is this significant? What cultural influences framed your behavior and thinking? Reflection: What have I learned about others through this experience? How has my own cultural identity influenced this occasion? Have my thoughts/attitudes/feelings changed? Have I learned something about myself by being critically or culturally conscious? Translation: How may this experience translate or apply to the school, children, teachers, community and others where I work/interact? Application: How can you apply lessons learned from this experience and reflection?
XVIII. Additional Resources
List of suggested movies and articles that can be used for Exploring Cultural Diversity assignments in weeks 2, 3, 4.
1. The Internet Movie Database (IMD) has an extensive list of movies with “Diversity Themes,” go to: http://www.imdb.com/list/ls073733331/ . Below is an additional List of Movies to consider for Critiques: o Selma o Cesar Chavez, 2014 Movie
EDLD 5312 Syllabus Page 16 of 22 Revised Spring 2016
o 12 Years a Slave o Promises Kept (see PBS, 2014) o Temple Grandin 2010 Movie or one of her You Tube Videos o Rain Man o I Am Sam o Beyond the Blackboard o Dead Poets Society o The Express o Gran Torino o Blindside o The Help o Whale Rider o To Kill a Mockingbird o Hart' s War o Sounder o Remember the Titans o Rent o House of Sand and Fog o Glory Road o Sayonara o Gran Torino o Freedom Writers – or Erin Gruwell’s You Tubes focusing on Freedom Writers o Coach Carter Story o The Ron Clark Story o The Debaters o Stand and Deliver o Crash o Invictus o 42 o The Butler o Glory o West Side Story
2. The American Bar Association (ABA) has recommended the following films to help teach diversity enrichment:
o A Day without A Mexican o A Patch of Blue o A Time to Kill o Akeelah and the Bee o Amistad o Babe o Beauty and the Beast o Bend it like Beckham
EDLD 5312 Syllabus Page 17 of 22 Revised Spring 2016
o Billy Elliot o Birth of a Nation o Boys Don’t Cry o Boyz 'N the Hood o Brokeback Mountain o Crash o Dances With Wolves o David and Lisa o Do the Right Thing o Fried Green Tomatoes o Gandhi o Ghosts of Mississippi o Glory o Hiroshima Maiden o In the Heat of the Night o Malcolm X o Mississippi Burning o Monsoon Wedding o Munich o My Left Foot o Osama o Patch Adams o Philadelphia o Pocahontas o Radio o Rain Man o Real Women have Curves o Remember the Titans o Roots o Save the Last Dance o Schindler’s List o Shrek o Snow White o Sophie’s Choice o Spanglish o The Color Purple o The Gods Must Be Crazy o The Hiding Place o The Joy Luck Club o Thumbelina o To Kill a Mockingbird o Transamerica o West Side Story o Wizard of Oz
EDLD 5312 Syllabus Page 18 of 22 Revised Spring 2016
o Young Frankenstein
3. Social Justice DVD Library
o The Mormon Proposition (80 min) An exploration of the Mormon Church’s involvement in the passage of California’s Proposition 8 – 2010 o 9500 Liberty (80 min) The true story of a Virginia county torn apart by a controversial immigration law, similar to Arizona's SB1070.– 2010 o American History X (119 min) A former neo-nazi skinhead tries to prevent his younger brother from going down the same wrong path that he did. o And the Band Played On (2hrs, 20min) Story of the discovery of the AIDS virus. From the early days in 1978 when numerous San Francisco gays began dying from unknown causes, to the identification of the HIV virus – 1993 o Bamboozled (2hrs,15 min) A satire on race and racism within the modern media world – 2001 o Black in America (2 hrs.) The CNN special report on African Americans in America –2008 o Black History Month - Check out these wonderful documentaries from the Smithsonian Channel on two iconic stories from the Civil Rights Movement. Two DVDS, MLK: The Assassination Tapes and Seizing Justice: The Greensboro Four (46 minutes) – 2012 o The Blind Side (2 hrs,10 min) The Oscar winning film about NFL player Michael Oher and the family that adopted him – 2009 o Boys Don’t Cry (2 hrs.) The Oscar winning film tells the true story of Brandon Teena, a transgender man who is beaten, raped, and murdered by his male acquaintances after they discover he is anatomically female – 1999 o Brokeback Mountain (2 hrs,15 min) The Oscar winning film depicts the complex romantic and sexual relationship between two men in the American West from 1963 to 1983 – 2005 o Bullied: A Student, A School, and Case that Made History (38 min) The true story of Jamie Nabozny, his struggle with anti-gay bullies, and his legal battle to ensure anti-bullying measures in schools – 2010. Comes with facilitation guide. o Chocolat (1 hr,46min) The story of a family during the final years of French colonialism in Africa – 1988 o The Color of Fear (90 min) The award winning documentary film that follows 8 North American men of Asian, European, Latino, and African descent, who spend a weekend together talking about racism – 1995 o Crash (2hrs, 2min) This Oscar winning films dives headlong into the diverse melting pot of post-9/11 Los Angeles, this compelling urban drama tracks the volatile intersections of a multi-ethnic cast, examining fear and bigotry from multiple perspectives as characters careen in and out of one another’s lives – 2004
EDLD 5312 Syllabus Page 19 of 22 Revised Spring 2016
o Divided We Fall (90 min.) When a turbaned Sikh man is brutally murdered in the aftermath of September 11, 2001, a college student journeys across America to discover who counts as "American" in times of crisis. – 2008 o Dreamworlds 2: Desire, Sex, and Power in Music Video (1 hr, 52 min.) Combining powerful imagery from some 200 videos with incisive narrative to educate viewers on the impact of sexual imagery in music videos. Dreamworlds 2 addresses, more powerfully than any other tool available, the impact of pop culture on how young men and women see themselves (and each other) in terms of sexuality and gender – 1995 o Equality U (90 min) Documentary following 33 activists on the Soul Force Equality Rides that challenges anti-LGBT discrimination policies at 19 conservative religious and military colleges – 2010 o Eyes on the Prize: America’s Civil Rights Years (6 hrs) Award winning PBS documentary on the US civil rights movement – 1986 o Freedom Riders (117 min) This is the story of more than four hundred Americans who participated in a bold and dangerous experiment designed to awaken the conscience of a complacent nation. These self-proclaimed, 'Freedom Riders' challenged the mores of a racially segregated society by performing a disarmingly simple act. – 2010 o Girl Rising (101 minutes ) This documentary tells the stories of nine girls from different parts of the world who face arranged marriages, child slavery, and other heartbreaking injustices. Despite these obstacles, the brave girls offer hope and inspiration. By getting an education, they're able to break barriers and create change. – 2013 o Gran Torino (2 hrs) The story of a Korean War veteran forced to face his own prejudices when Hmong immigrants move in next door – 2008 o Hotel Rwanda (2hrs, 2 min) Ten years ago, as the country of Rwanda descended into madness, one man made a promise to protect the family he loved -- and ended up finding the courage to save over 1200 people. Real-life hero Paul Rusesabagina, a hotel manager in Rwanda, used his courage and cunning to shelter over a thousand refugees from certain death – 2004 o If These Halls Could Talk- Part 1 & 2 (100 min.) If our halls could talk, what would they say about the alarming rates of students of color leaving our colleges? What would our students say it is like to be a student of color at a predominantly white campus? 11 college students from around the country come together to answer some of these questions. —2011 o In Whose Honor (47 min) This film takes a critical look at the long-running practice of “honoring” American Indians by using them as mascots and nicknames in sports.--1997 o Invisible Children (85 min) The film exposes the effects of a 20 year long war on the children of Northern Uganda. These children live in fear of abduction by rebel soldiers, and are being forced to fight as part of a violent army - 2007 o Iron Jawed Angels (125 min) Based on the true story of the suffragette movement. Defiant young activists take the women's suffrage movement by
EDLD 5312 Syllabus Page 20 of 22 Revised Spring 2016
storm, putting their lives at risk to help American women win the right to vote. -- 2004 o Jasper, Texas (1hr, 54min) In 1998, three white men in the small town of Jasper, Texas, chained a black man to the back of their pickup truck and dragged him to his death. This film relates that story and how it affected all of the residents of the town, both black and white – 2003 o Killing Us Softy 3 (34 min. & 25 min extra interviews) Jean Kilbournes pioneering work helped develop and popularize the study of gender representation in advertising. Her award-winning Killing us Softly films have influenced millions of college and high school students across two generations and on an international scale. In this important new film, Kilbourne reviews if and how the image of women in advertising has changed over the last 20 years - 2000 o The Laramie Project (1hr, 36min) Moises Kaufman and members of New York’s Tectonic Theater Project went to Laramie, Wyoming after the murder of Matthew Shepard. This is a film version of the play they wrote based on more than 200 interviews they conducted in Laramie – 2002 o Live at Bucknell – “Taking Adversity out of Diversity” (83 min) A live recording of Dr. Maura Cullen giving one of her most popular talks – 2005 o Malcolm X (202 min) Biography of Malcolm X, the famous African American leader killed by the Ku Klux Klan. –1992 o Martin Luther King: “I Have a Dream” (60 min) The famous speech given on August 28, 1963 to 200,000 civil rights protestors in front of Lincoln Monument in Washington DC.--2005 o Milk (2 hrs, 9 min) Oscar winning film that depicts the life of the first openly gay man elected to major public office, Harvey Milk – 2009 o Miss Representation (88 min) A documentary that explores the under- representation of women in positions of power and influence in America, and challenges the media's limited portrayal of what it means to be a powerful woman--2011 o Mooz-Lum (99 min) Amid a strict Muslim rearing and a social life he's never had, Tariq (Evan Ross) enters college confused. New peers, family and mentors help him find his place, but the 9-11 attacks force him to face his past and make the biggest decisions of his life.—2011 o Murderball (84 min) Award winning film about quadriplegic rugby players – 2005. o Outfoxed: Rupert Murdoch’s War on Journalism (2 hrs,17 min) An expose of the Fox News Corporation – 2004 o Pedro: The True Story of Pedro Zamora (93 min) The true story of HIV positive MTV Real World cast member Pedro Zamora – 2009 o Precious (109 min) In Harlem, an overweight, illiterate teen who is pregnant with her second child is invited to enroll in an alternative school in hopes that her life can head in a new direction.--2009
EDLD 5312 Syllabus Page 21 of 22 Revised Spring 2016
o Prom Night in Mississippi (89 min) The true story of how actor Morgan Freeman helped integrate the prom in Charleston, MS in 2008 – 2009 o Race: The Power of an Illusion (168 minutes, each section is 56 minutes) Three part series on how race is actually defined by our historical, societal, institutional, and cultural beliefs, and is not science based – 2003 o Remember the Titans (2 hrs) True story of a high school team in 1971 that challenges racial strife – 2001 o RENT (2 hrs, 15 min) Based on the award winning musical, it’s the story of starving artists who battle poverty, illness, and AIDs – 2005 o The End of Poverty (106 min) A phenomenal discourse on why poverty exists when there is so much wealth in the world. A must see for anyone wanting to understand not only the US economic system but the foundations of today's global economy. – 2008 o THIN (1 hrs, 42 min) HBO documentary about the Renfrew Center, a residential treatment facility for young women with eating disorders – 2004 o Trail of Tears (4 hrs, 23 min) A harrowing and compelling compilation of four award-winning documentaries that chronicle the struggles of the Native American culture from the forced relocation known as the “Trail of Tears,” to the current issues faced by America’s aboriginal people--2009 o Training Rules (1 hr) Award winning, true-story documentary that follows Penn State basketball champ Jennifer Harris as she takes on the homophobia of Coach Rene Portland – 2009. Comes with facilitation guide. o Transgeneration (5 hrs) Documentary following 4 transgender college students and their transition – 2005. o Tying the Knot (1hr, 21min) A look at the debate over same sex marriage in the USA. The reasons behind it are illustrated with real life couples that have run afoul of current laws despite varying levels of planning. Also, the reasons against it are debunked by proponents – 2004 o Waiting for Superman (1 hr, 51 min) Following a handful of promising kids through a system that inhibits, rather than encourages, academic growth, this film undertakes an exhaustive review of public education, surveying "drop-out factories" and "academic sinkholes," methodically dissecting the system and its seemingly intractable problems. – 2010 o Which Way Home? (90 min) A feature documentary film that follows unaccompanied child migrants, on their journey through Mexico, as they try to reach the United States. We follow children who are desperately trying to reach their parents in the US.; children who has been abandoned by smugglers and ends up alone in a Mexican detention center; and another whose mother hopes that he will reach the U.S. and send money back to her. These are stories of hope and courage, disappointment and sorrow. They are the children you never hear about; the invisible ones. – 2009
EDLD 5312 Syllabus Page 22 of 22 Revised Spring 2016