<p>College of Education – Department of Curriculum and Instruction</p><p>EDCI 350: Community Issues and Applications for Educators - Fall 2007 Tuesday & Thursday 8:30-9:20 a.m. Steven C. Beering Hall of Liberal Arts and Education (BRNG) 2275</p><p>Course Instructors Dr. Wanda S. Fox, Ph.D., Associate Professor Office: Beering Hall, Room 3148 Office hours: By appointment; arrange with our secretary, Kim Deardorff Phone: 765-494-7291 (office); 765-427-0829 (home/cell, before 8:00 p.m.) E-Mail: [email protected] Fax: 765-496-1622</p><p>Joy Dugan, B.S., Teaching Assistant, Dept. of Curriculum and Instruction Office: Beering Hall, Room 3146 Office hours: Tuesday 3:00-4:00 Thursday 9:30-10:30 Phone: 765-494-7292 (office) E-Mail: [email protected] </p><p>Secretary: Kim Deardorff, 494-7290, Beering Hall Room 3134 (M-F, 7:30-12:00, 12:30-4:00) Mailing Address: Department of Curriculum & Instruction 100 N. University Street, West Lafayette, IN 47907-2098</p><p>Course Description Examination of diverse family and community characteristics and issues and potential impacts on teaching and learning processes. Includes interactions with human service agencies and personnel in the school and community. Pre- or co-requisite: EDCI 205 & 285. Credit 2 - 3.</p><p>Course Goals 1. Become a more effective teacher by developing greater awareness about, caring and respect for, and ability to relate with people (particularly students and their families) whose backgrounds, life experiences, perspectives, and values are different from one’s own. 2. Examine community human service agencies in terms of (1) ways to contribute as a community volunteer, either individually or with students; (2) ways to interact with agencies on behalf of students; and (3) future career opportunities.</p><p>Course Objectives</p><p>1.0 DEMONSTRATE RESPONSIVENESS TO STUDENTS’ DIVERSE BACKGROUNDS, LIFE EXPERIENCES, PERSPECTIVES, AND VALUES THROUGH WHAT YOU TEACH (curriculum topics, content, and processes) 1.1. Determine and justify curriculum choices based on relevance for students’ current and future life experiences, perspectives, values, and goals. 1.2. Focus on processes that will enable students to consider and build the kind of life they would like to have. 1.3. Value and shape course content in ways that recognize and integrate diverse socio- cultural, economic, and family values and perspectives. EDCI 350, Community Issues and Applications for Educators Fall 2007, page 2</p><p>2.0 DEMONSTRATE RESPONSIVENESS TO STUDENTS’ DIVERSE BACKGROUNDS, LIFE EXPERIENCES, PERSPECTIVES, AND VALUES THROUGH HOW YOU TEACH (formal and informal interactions with students, inside and outside of classroom) 2.1. Emphasize learning experiences that develop students’ knowledge and skills in FACS process areas: thinking, communication, leadership and management. 2.2. Develop a classroom environment and approaches to teaching and learning that foster success for students with a variety of backgrounds, learning styles, and intelligences. 2.3. Select student-centered learning experiences that enable students to reflect and examine various viewpoints and that incorporate FCCLA and service learning. 2.4. Develop classroom procedures, assessment processes, and other actions that foster equitable, respectful treatment of students by you and by each other. 2.5. Design purposeful, appropriate strategies for interacting with and getting to know students, especially those whose life experiences differ from your own.</p><p>3.0 DEVELOP AND DEMONSTRATE RESPONSIVENESS TO STUDENTS’ DIVERSE BACKGROUNDS, LIFE EXPERIENCES, PERSPECTIVES, AND VALUES THROUGH WHO YOU ARE (personal/professional values & commitments) 3.1. Demonstrate respectful, caring attitudes and interactions with students and their families, in and outside the classroom. 3.2. Demonstrate community involvement. 3.3. On behalf of students, establish connections with guidance, counseling, and health personnel in the school and/or human service agencies in the community. 3.4. Cultivate personal mindfulness and “critical friends” who help one to recognize and counteract narrow, biased curriculum and inequitable treatment of students (e.g. having “favorites”, using learning experiences that consistently favor specific types of learners, using teaching examples that are not relevant for many students).</p><p>Indiana Standards for Teachers of Family and Consumer Sciences Focus standards for this course are listed below. The complete texts of these and other teacher standards are available at http://www.doe.state.in.us/dps/standards/famcon.html Standard #1: Creating a Productive Learning Environment - Knowledge of Students. The Family and Consumer Sciences teacher demonstrates knowledge of learners in the instructional process. 1. The teacher identifies and utilizes a variety of resources to engage learners in the learning process. 2. The teacher identifies learning styles. 3. The teacher identifies the culture and diversity of his/her students. 4. The teacher designs a learning process utilizing learning styles, learner interests, and aptitude assessment data. Standard #4: Advancing Student Learning - Knowledge of Subject Matter. The Family and Consumer Sciences teacher uses a variety of instructional strategies that engage students in active learning and promote students' development of critical thinking, problem solving, and performance capabilities. 1. The competent teacher is grounded in research-based family and consumer sciences subject matter; findings of educational research; established academic standards for family and consumer sciences content and process areas; and needs of students, the local community, careers, and workplaces. EDCI 350, Community Issues and Applications for Educators Fall 2007, page 3 4. The competent teacher incorporates family and consumer sciences content that supports the developmental characteristics (early adolescents, late adolescents and young adults) of students with a diverse range of needs and capabilities. 10. The competent teacher integrates programs and projects of the Family, Career and Community Leaders of America (FCCLA) student organization in order to foster students' academic growth, leadership development, application of curriculum knowledge and skills, community service, and career development. 11. The competent teacher provides opportunities for students to probe multiple viewpoints about real-life family, community, and workplace issues that often are controversial. Such learning experiences: a. Develop students' capabilities to select and use reliable, research-based sources of information; consider diverse societal and personal values and perspectives; examine possible goals; assess available resources; analyze short and long-term consequences of possible actions; select and take action; and evaluate outcomes b. Incorporate teacher and student questions that support, guide, and probe thinking and reasoning c. Are facilitated by a supportive teaching/learning environment that fosters positive critique and respectful interactions among participants 12. The competent teacher features authentic, student-centered learning experiences related to family, workplace, and community issues. Such learning experiences: a. Are relevant to students' current and future lives b. Address established academic standards for family and consumer sciences c. Integrate purposeful use of the family and consumer sciences process areas (thinking, communication, leadership, and management) d. Promote application of math, science, and language arts in real-life contexts e. Incorporate and connect learning activities in the classroom, the workplace, and the community f. Provide students with opportunities to make choices, take action, and experience consequences g. Include a large and creative repertoire of instructional strategies and methods in which students: i. Examine family, community, and workplace issues through analogies, case studies, classroom meetings, debates, drama, family history, FCCLA activities, laboratories, literature, role-playing, workplace learning, and other teaching/learning strategies that promote active student involvement ii. Create products to meet human needs (e.g. food, clothing, shelter, nurturing) iii. Conduct inquiry and make recommendations for action iv. Take action in families, communities, and workplaces (i.e., service learning; career preparation; advocating for public policies and legislation that support individuals, families, and communities) Standard #9: Professional Development & Outreach - Family and Community Partnerships. The career and technical education teacher fosters relationships with families and the local community to achieve common goals for all learners. 1. The teacher works with family and community to improve learning opportunities for all learners. 2. The teacher promotes the school within the community. 3. The teacher actively involves community representatives in learning activities. 4. The teacher is involved in a variety of community activities. 5. The teacher organizes an active vocational student organization. </p><p>Standard #12: Life Skill Preparation - Life Skills. EDCI 350, Community Issues and Applications for Educators Fall 2007, page 4 The career and technical education teacher assists learners in developing self-awareness and confidence as well as sound personal and social values. 1. The teacher identifies specific cultural needs within the community. 2. The teacher uses a variety of instructional strategies which address cultural diversity. 3. The teacher uses strategies which improve the learners' self-esteem and self-awareness. </p><p>Course Readings and Reference Materials Required Payne, Ruby K. (2005). A framework for understanding poverty (fourth revised edition). Highlands, TX: aha! Process, Inc.</p><p>Recommended for Purchase Jackson, Tom. Conducting group discussions with kids (2002). One or more of the following: Activities that teach, More activities that teach, Still more activities that teach, Activities that teach family values,. Cedar City, UT: Active Learning Center (http://www.activelearning.org)</p><p>Assigned Readings and Reference Materials. Assigned readings and reference materials will be available on reserve in the Technology Resource Center (TRC), BRNG 3287 and/or on the course website. NOTE: TRC duplication is limited to 100 pages of resource materials per student per course.</p><p>Course Assignments and Grades See page 6 for itemization of assignments and point values Two Credits Readings and Participation: 25% = 250 points Study Guides and summaries for assigned readings and guest speakers, student observation assignment, and class attendance and participation.</p><p>Service Learning Project: 65% = 650 points Groups of students will investigate individual, family, and community issues related to a particular area of family and consumer sciences (e.g. child development, nutrition and wellness, resource management, and others). They will identify community agencies that address these issues and work with personnel and clients from one of these agencies to develop and implement a service learning project. (directly related to academic standards for middle or high school family and consumer sciences. Students are expected to invest a minimum of 15 hours of direct and indirect service participation as part of this project. The project will include group proposal and final presentations and individual reflective journals and final report.</p><p>Curriculum Applications Assignment: 10% = 100 points In conjunction with the service learning project, individual students will identify curriculum materials other than textbooks that provide information about the issues they are addressing in the project.. They will select and justify specific items from these materials that they could use in corresponding family and consumer sciences classes with middle or high school students. Curriculum examples include: Taking Charge, Don’t Laugh at Me, The Art of Loving Well, CARe Curriculum, etc. EDCI 350, Community Issues and Applications for Educators Fall 2007, page 5</p><p>Third (optional) credit – Choose one or combine among the following options. Develop specific experiences, expectations, and report format collaboratively with Dr. Fox and Mrs. Dugan. The expected time investment is approximately 40 additional hours, total, with 500 possible points. (1) Complete additional 25-30 hours of service with a community agency. Maintain time/activity log. Complete additional related reading. Write reflective summary. (2) Complete additional readings and an in-depth review of supplemental curriculum materials, as outlined in the “Responsive Teaching Project” guidelines (available on Blackboard/Vista and in the TRC). (3) Using the FCCLA “Community Service” guidelines, provide leadership for a service learning project and submit a follow-up report. This can be completed with other student(s) from the class and/or with middle or high school students (in collaboration with a family and consumer sciences teacher). Contribute to visibility of effort in school and community. (4) Provide leadership for writing, implementing, and reporting a grant proposal for service learning, in conjunction with EDCI 350 and/or with middle or high school teacher and students. (5) Examine a controversial or sensitive topic from the Indiana Family and Consumer Sciences Academic Standards. Identify teacher and student resources and develop a plan for instruction for this topic. Related teacher interviews and observations or interactions in a middle or high school family and consumer sciences classroom recommended but optional. (6) Other – submit written proposal and develop details with Dr. Fox and Mrs. Dugan.</p><p>EDCI 350 – Fall 2007 LATE ASSIGNMENT COUPON One late assignment is allowed, without penalty, per semester. This must be arranged by 8:00 a.m. the day they are due by e-mailing Mrs. Dugan [email protected] Attach a copy of her e-mail response and this coupon to the assignment when it is submitted. Turn in within one week of original due date.</p><p>EDCI 350 –Fall 2007 REVISE-AND-RESUBMIT ASSIGNMENT COUPON One revise-and resubmit assignment is allowed, without penalty, per semester. Deadlines: One week after graded assignment is returned: Submit request by e-mail to Mrs. Dugan ([email protected]) Two weeks after graded assignment is returned: Submit revised assignment Include all five of the following items with the revised assignment: 1. Copy of e-mail exchange showing request & permission to revise-and-resubmit 2. This coupon 3. A separate, 8½” X 11” cover sheet that lists each section that was revised with a brief (1-2 sentence) explanation of the shortcoming(s) for each section and how these are addressed in your revision. 4. The original, graded assignment with post-it notes marking the section(s) to be re-graded 5. The original score sheet EDCI 350, Community Issues and Applications for Educators Fall 2007, page 6</p><p>Course Assignments and Grades </p><p>Readings, Topical Summaries, and Related Assignments POINTS POSSIBLE EARNED  Payne Readings & Study Guides (9 items @ 15 points) o Introduction and C1, “Definitions & Resources” o C2, “The Role of Language and Story” o C3, “Hidden Rules Among Classes” o C4, “Characteristics of Generational Poverty o C5, “Role Models and Emotional Resources” o C6, “Support Systems” o C9, Creating Relationships o Appendix, Additive Model o Related readings, as assigned 135  Topical summaries (5 items @ 15 points) o Service Learning o Student Support Services o Social and Emotional Learning o Community Agencies o FACS Teaching: Sensitive and Controversial Topics 65  School/Community Analysis and Student Observation 50 Total 250</p><p>Service Learning (SL) Assignments POINTS POSSIBLE EARNED SL Proposal 200 SL Journal Entries (5 @ 25 points) 125 SL Final Report – Individual 225 SL Demonstration – Group 100 SL Total 650</p><p>Curriculum Applications Assignment 100</p><p>Task Stream Entry: Service Learning and Curriculum Applications Individual Reports P/NP (see Course Policy #8) </p><p>Totals – 2 credits POINTS Grades: POSSIBLE EARNED 1000 -900 = A Readings & Participation 250 899 - 800 = B Service Learning 650 799 - 700 = C Curriculum Applications 100 Course Total 1000 699 - 600 = D Below 600 = F</p><p>Third Credit (Optional) Individually selected, implemented, and reported See guidelines provided on syllabus, page 5. 500 EDCI 350, Community Issues and Applications for Educators Fall 2007, page 7 EDCI 350, Community Issues and Applications for Educators Fall 2007, page 8</p><p>PURDUE UNIVERSITY - EDCI 350 FALL 2005 - COURSE SCHEDULE * Schedule is subject to revision. Any changes will be announced in class * Week Tuesday Thursday 1. 8/21 & 8/23 Course Overview and Introductions Service Learning Prepare: Standards for assigned FACS content 2. 8/28 & Prepare: Ideas for SL goals and evidence courses 8/30 Service Learning Service Learning Prepare: Project research: Background 3. 9/4 & Prepare: Draft SL Proposal readings, websites, interviews, etc 9/6 Service Learning Service Learning</p><p>4. 9/11 & Due: SL Proposal Presentation Due: SL Journal #1 9/13 Service Learning Service Learning</p><p>5. 9/18 &  Payne, Intro, C1 – Definitions &  Payne, Intro, C1 – Definitions & Resources 9/20 Resources Due: SL Journal #2 6. 9/25 &  9/27 Payne, C2 – Language & Story No Class - SL Release Time (INAFCS State Conference) 7. 10/2 &   10/4 SL updates Payne, C2 – Language & Story 8. 10/9 & No Class Due: SL Journal #3 10/11 October Break  SL updates</p><p>9. 10/16 Due: School/community and student observation & assignment  Payne, C3 – Hidden Rules among Classes 10/18  Payne, C3 – Hidden Rules among Classes 10.10/23 & Due: SL Journal #4  Payne, C3 – Hidden Rules among Classes 10/25  Payne, C4 – Generational Poverty</p><p>11. 10/30  Payne, C5 - Role Models and Emotional  Payne, C4 – Generational Poverty & 11/1 Resources Due: SL Journal #4  12. 11/6 & Payne, C5 - Role Models and Emotional Due Curriculum Applications Assignment 11/8 Resources  SL updates 13. 11/13 Due SL Demonstration – Group &  Payne, C6 – Support Systems 11/15  Student Support Services Due: SL Journal #5 (final entry) 14. 11/20 No Class: Thanksgiving Break  SL reflections</p><p>15. 11/27 &  SL wrap-up & demonstration planning  SL Celebration & Reception 11/29</p><p>16. 12/4 & Due: Final Individual Report  Payne, C9 – Relationships 12/6  Payne, Appendix – Additive Model</p><p>17. 12/11  FACS Teaching: Sensitive and &  FACS Teaching: Social-Emotional Learning 12/13 Controversial topics</p><p>18. TBA (Final’s  Course wrap-up week EDCI 350, Community Issues and Applications for Educators Fall 2007, page 9 Course Policies 1. Student inquiries, feedback, and suggestions related to course topics, assignments, and schedules are welcome. If you have ideas or questions about anything related to this course, please contact Dr. Fox or Mrs. Dugan. 2. Students are expected to sign and abide by the “Professionalism Agreement” provided in class. 3. Purdue University policy states that all students are expected to be present for every meeting of classes in which they are enrolled. On-time class attendance and active class participation are expected. Inform Mrs. Dugan before class begins if you will not be able to attend the entire class session. More than one late arrival or early departure will deduct 5 points per occurrence from your course total. 4. If you will be absent for more than five days, have not been able to reach Dr. Fox or Mrs. Dugan in person or by telephone or through leaving notification of your circumstances with their secretary, Kim Deardorff, you or your representative should notify the Office of the Dean of Students (765-494-1254) as soon as possible after becoming aware that the absence is necessary. Be advised, you may be asked to provide documentation from an authorized professional or agency which supports an explanation for your absence. All matters relative to attendance, including the make-up of missed work, are to be arranged between you and Dr. Fox. Only Dr. Fox can excuse you from classes or course responsibilities. 5. You are responsible for recording the instructors’ and Dean of Students’ contact information so they are available to you if you are away from campus. 6. If assignments are turned in late, 5% of possible points will be deducted for each day late. One exception per semester (see coupon below). 7. All assignments are to be individual work, unless specified as “group”. Evidence of academic dishonesty of any type can lead to a failing grade in the course. Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972] 8. The individual Service Learning and Curriculum Applications Final Reports must be posted on Task Stream. If these assignments are not completed and posted satisfactorily, it will result in a failing grade in EDCI 350. 9. Students with disabilities should be registered with Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. If you are eligible for academic accommodations because you have a documented disability that will impact your work in this class, make an appointment with Dr. Fox as soon as possible to discuss your needs. 10. Books, articles, videos, middle and high school textbooks, curriculum guides, and other resource materials in addition to those specifically listed on the syllabus will be available on loan or reserve in the TRC, on loan from Dr. Fox or Mrs. Dugan, and available in some cases from school-based colleagues. Students are expected to take initiative to identify and obtain needed reference items and resources. Materials borrowed from Dr. Fox, Mrs. Dugan, the TRC, and school-based colleagues must be returned before final grade will be submitted. 11. In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. Here are ways to get information about changes in this course. Vista web page, my email address: [email protected], and my office phone: 765-494-7291.</p>