Professional Education Unit Tallahassee, Florida 32307 Syllabi... · Each student will identify a subtheme relating to race, class or gender contained in the course experience (class,

Florida Agricultural and Mechanical University

Professional Education Unit Tallahassee, Florida 32307

COURSE SYLLABUS

Course Number: EDA6191 Prerequisite(s): Doctoral student status

Course Title: Race, Class and Gender

Course Credit: 3 Course Hours: 2.5 hours each Saturday College: Education Department: Educational Leadership & Human Services TASKSTREAM SELF-ENROLLMENT CODE: EDA6191

Required Text(s): Fiske- Rusciano, R. &Cyrus,V.(2008) Experiencing Race, Class, and Gender in the United States New York: Mc Graw Hill. Lee, E. ,Menkart, D. & Ozakawa-Rey, M.(2007) Beyond Heroes and Holidays: A Practical Guide to Anti Racist Multicultural Education and Staff Development. Washington, D.C. Teaching for Change Lui,M., Robles,B. & Leondar-Wright,B. (2006)* The Color of Wealth: The Story Behind the U.S. Racial Wealth Divide [Paperback] New York: New press

Supplies: Keep your APA style manual (6

*This group is also entitled United for a Fair Economy.

th edition) handy!A CD rom dedicated to course additional readings ,copies of assignments and extra credit and to archive your prepared assignments.

Faculty Name:

A Taskstream electronic portfolio is required for the course. Selected assignments are to be sent to Taskstream.

Dr. Oare’ Dozier-Henry Term and Year: Fall 2010 Place and Time: 11:00 Saturdays 101B -GEC

Office Location: 203B-GECB

Telephone: 412-7048 office,1-850-677-0167 home e-mail: [email protected]. [email protected]

Course Description EDA 6191: Race, Class, and Gender: Policy Issues in Leadership (3) Explores the issues related to gender, race and class in relationship to educational policies that affect leadership in order to promote constructive change.

mailto:[email protected]�

EDA 6191

301 Race, Class and Gender Saturdays 11-2:00 Dozier-Henry

F=Florida Educator Accomplished Practices Standards (FEAPS) I=Interstate New Teacher Assessment and Support Consortium Standards (INTASC) (K)=Knowledge (S)=Skill (D)=Disposition

Approved/Revised 10/30/07

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Conceptual Framework The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of six themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to the kind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional Conceptual Framework.

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Standards Crosswalk PEU Conceptual Framework standards addressed in the course are noted above

Assignment Behavioral objectives

Program Standards PEU Conceptual Framework

Journal entries

1&2

1,2,3,5 Ethics,Communication CF1.2SD;1.4S;4.3D

Topic Power Point Presentation

6,7 Educational Policy,LegalEnvironment,

Resear ch and Data Analysis

1.3S,D; 2.5S; 4.1K;5.4K,S; 5.5S;

5.6S;5.7S,K;

Midterm Instructional Module assignment

1,2,4,7,8 Educational Policy,LegalEnvironment,

Research and Data Analysis

3.1S;3.3S,D;3.5D; 1.3S,D; 2.5S; 4.1K;5.4K,S;

Readings and Discussion Board

1-5,7-9 Ethics,Communication,Globalization, Educational Policy, Collaboration, LegalEnvironment,


3.1S;3.3S,D;3.5D

Connective Thematic Final Paper

1-9 Leadership, Ethics,Communication,Globalization, Educational Policy, Collaboration, LegalEnvironment,


1.3S,D; 2.5S; 4.1K;5.4K,S; 5.5S;

5.6S;5.7S,K;6.2;6.3K

Overall Goals of the Course The broad goals of the course are:

1,To provide a conceptual framework for understanding the interlocking character of economic inequality by gender and race, 2.To introduce students to the literature on race, class, and gender inequality in the United States and when pertinent, other parts of the world 3.To enable students to articulate how respective theories pertaining to race, class, and gender contribute to educational inequality

Specific Behavioral Objectives . The student will: 1. Be able to define power, privilege, hegemony, racism, sexism, classism and the terms associated with the critiques of

each in school and societal contexts 2. Explain how race, class and gender are used to assign privileges, worth, and IQ 3. Reconsider via reflection the ways racism, classism and sexism have impacted the student’s life and sense of identity

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4. Locate the functions of race, class, and gender in Western European historical context, colonized societies and contemporary U.S. society.

5. Articulate via essay the function of an “ism” and the student’s intended dissertation research area 6. Deliver a Power Point presentation based on a textbook topic that evinces research addressing racism, sexism, or

economic inequality 7. Identify social structures and educational policies that contribute to the maintenance of the status quo 8. Defend or disavow the notion of the school as the vehicle for social/economic equality 9. Become acquainted with organizations dedicated to addressing issues of race, class, and gender in society This course requires that students examine candidly experiences that affect the construction of identity, world view orientation, and personal attitudes about race, class, gender, and inequality. It goes without saying that the student is not expected to embrace any particular set of views. The student is asked to consider views presented and be prepared to articulate his/her own. This challenge should not be taken as personal but academic. Any concerns regarding this should be directed to the professor as soon as possible. Specific assignments include:

1. Students are responsible for the content of

Completion of all assigned readings/reaction postings on Blackboard all

2.

assigned readings whether the material is discussed in class or not. When chapters are reviewed in seminar format, students are expected to be able to critique them. It is recommended that students read at least 1-3 of the additional references.

Individual students and/or small groups will be delegated the responsibility for reviewing and conducting discussion of selected topics from the texts.

3.

Topic Power Point Presentation

3.

Learning Journal The student is required to keep a reflective journal. This journal should be saved either in a notebook or disk. At particular times during the course the student may be asked to submit a weekly submission as a quiz, upload to Blackboard or hard copy to the professor. The purpose of this journaling is to chronicle the student’s growth in the areas of race, class and gender. It is an internal dialogue that is shared for the purpose of learning. As one’s current cache of knowledge is challenged, the journal is a place to acknowledge anger, fears and other emotions that emerge in the learning process. At times the professor will write back and expect a clarification or response. News items that reflect an “ism” are food for thought in the journal. The journal must be written in weekly. Minimally each week a passage from the assigned reading is expected to be quoted (yep, APA!),paraphrased and reacted to. The first journal entry is expected to establish how the student’s primary identities were constructed, building on the concepts delivered and explored in the first class. It is due into Taskstream electronic portfolio by 9/3/10. The second journal entry is due 9/18 and chronicles the development of the student’s interest in a connective theme.

The midterm (Instructional Module assignment)and final exams (Connective Theme Paper) count considerably toward the student’s final grade. Quizzes are unannounced quick assessments of knowledge retention and application. Reflective journal entries may constitute portions of quizzes and/or exams. The journal is expected to be available to students during each class either via a notebook or a disk drive.

Midterm, Final exams & quizzes

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5. Connective Thematic Final Paper Each student will identify a subtheme relating to race, class or gender contained in the course experience (class, readings, journal reflections, service) that resonates with the topical interest the student intends to pursue as dissertation study. How does this theme relate to the topic under study and what is its connection to social justice? The ”isms” penetrate social arrangements at every level yet research seldom addresses these presences directly. In turn , policy formation and implementation suffer through this absence. The paper must link the topic with what you’ve learned from the course. Assertions must be accompanied by references to texts and media sources. No more than five (5) sources may be strictly Internet sites (i.e. pure websites that are not connected to academic databases. The student is required to write a paper that :

a) Introduces the reader to the anticipated dissertation research topic (and why it is worth pursuing). b) Defines an “ism” that is particularly salient in the area under study. Considerable literature sources must be brought forward that evince this connection and discussed in the manner of a literature review.. c)relies on the literature to connect major foci of the literature and identify “major players” or key scholars and their findings

The student must knit the paper together by establishing why this “ism” is the salient one and what it may mean for future policy and program initiatives. The paper should be a minimum of 35 pages without references.

In support of one’s argument, a minimum of ten additional sources must be referenced. It is suitable to rely on chapters from course texts, but these are limited to five (5) references as well and are not counted in the above references.. The final paper is due December 4, 2010 on Taskstream before class.. Points will be deducted if the essay is tardy or veers from the theme. Set up an office visit if you still need clarity. The paper should “weigh in” at a minimum of 35 pages excluding references. Early birds (completed paper in November 27,2010) will be awarded 10 extra credit points. Final Paper due: December 4, 2010 via Taskstream

= Upload to Taskstream Journal entry one…………………….75 points

Journal entry two…………………….75 points

Midpoint Instructional Module………150 points

Thematic Power Point ……………….150

Quizzes* ……………………………….100 points

Blackboard and online participation…. 200 points

Connective “Ism” Theme Final Paper… 250 points

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National and State Standards Addressed in the Course 1. PEU Conceptual Framework Standards –generally Problem Solving 4.5 and Professionalism 5.1 plus see below 2. NCATE – approved Curriculum Guidelines for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors

Course Purpose Content in this course is intended to provide students with knowledge related to educational history that drives perpetuation of inequities and ultimately impacts policies enacted and curricular thrusts implemented to improve learning outcomes. The course explores conceptual groundings that show how race, class, and gender shape people’s experiences and helps students frame them in an analytic as well as descriptive way. Particular emphasis is given to the ways that the “isms” affect 1) the educational process known as schooling and 2) marginalization of particular groups .and 3) obfuscation of alternate worldviews. Deconstruction is also aimed at oppression and the ways it works to limit the visions and aspirations of specific groups. Students are invited to explore themes of power and privilege that nurture, sustain, and legitimate the “isms”. CF Standards in course DIVERSITY • CF 1 :Through this focal area, the FAMU professional education candidate will: CF: 1.2 (S,D)

Acquire the skills & dispositions to understand & support diverse student learning.

CF: 1.3 (S,D)

Accept and foster diversity.

CF: 1.4 (S)

Practice strategies such as: acceptance, tolerance, mediation & resolution.

TECHNOLOGY •CF 2 :Through this focal area, the FAMU professional education candidate will: CF: 2.5 (S) Use fundamental concepts in technology.

VALUES •CF3 :Through this focal area, the FAMU professional education candidate will: CF: 3.1 (S)

Work with colleagues in a professional manner.

CF: 3.3 (S,D)

Show respect for varied (groups) talents and

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perspectives. CF: 3.5(D)

Recognize the importance of peer relationships in establishing a climate for learning.

CRITICAL THINKING

•CF4 :Through this focal area, the FAMU professional education candidate will: CF: 4.1 (K)

Understand a variety of instructional/professional strategies to encourage student development of critical thinking and performance.

CF: 4.3 (D)

Value critical thinking and self-directed learning as habits of mind.

PROFESSIONALISM

• CF 5 :Through this focal area, the FAMU professional education candidate will: CF: 5.2 (S)

Use the appropriate pedagogy to provide all students with the opportunity to learn.

CF: 5.4 (K,S)

Use major concepts, principles, theories & research related to the development of children and

CF: 5.5 (S)

adults. Construct learning opportunities that support student development & acquisition of knowledge & motivation.

CF: 5.6 (S)

Display effective verbal & non-verbal communication techniques to foster valuable interaction in the classroom.

CF: 5.7 (S,D)

Display appropriate code of conduct including dress, language, and respective behavior.

URBAN/RURAL EDUCATION •CF6 :Through this focal area, the FAMU professional education candidate will: CF: 6.2 (S,D)

Be able to work in school settings that focus on rural/urban context with opportunities and challenges that these environments provide.

CF: 6.3 (K)

Understand the conditions of both rural and urban students and families.

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Attendance, lateness – Students are expected to attend all classes; however University policy permits two absences in the standard semester. Per University policy the third absence generates an F for the student in the course. Therefore keep the professor apprised of situations that keep you from attending class. If you know that you will be absent ahead of time, let me know, and make arrangements to get the work done ahead of time or to have it delivered to me on time. Consult the syllabus to see what is due following the missed class, and call classmates to find out what went on during class. Documentation is required for an excused absence (i.e. doctor’s note or excuse from the Dean’s Office. Students who arrive late interrupt the class. Two tardiness count as one unexcused absence. Attendance/tardiness is considered toward the final grade particularly if the student is borderline (i.e. C/B). Being in class on time and present every week is worth 50 points. All students are responsible for all work and assignments whether they are absent, late or in class. Class participation – . Significant engagement is expected and is part of the course grade. If students are to learn to apply, analyze, synthesize, and exercise critical thinking and reflection, they need to be active. Excessive storytelling is discouraged along with veering off point and monopolizing.. Repeat performances may cause points to be subtracted from the grade . Participation refers to conversations and information sharing that extend the content being addressed based on having prepared assignments and read the literature. Contribution to group work is expected when mutual tasks are assigned. Failure to do one’s share of group work is severely penalized by assigning the offending individual a failing grade. Group work roles and responsibilities must be amply documented. Class participation is considered toward the final grade particularly if the student is borderline. Use of PDAs, cell phones, text messaging, voice recorders or camera phones during class is unacceptable.

Disable upon entering class..

Missed exams are made up during final exams week. At the professor’s discretion, missed quizzes may be administered during the semester given a documented excused absence. Missed assignments may not be accepted and graded. When they are, they are dropped one letter grade for each day the assignment is late. The determination of acceptance will be done on a case by case basis. Students who have an excused absence on the date an assignment was due have one week to submit missed work. Academic dishonesty is simply not tolerated. It is expected that students will submit only original work. Credit must be given to authors when their work is used. Presenting someone’s speech wholly or partially as yours; quoting without acknowledging the true source of the quoted material; copying and handing in another person’s work with your name on it are examples of plagiarism. Cheating and/or plagiarism are serious and may cause dismissal from the program. Student Privacy Rights Under FERPA, students are entitled to privacy. This protection prohibits the release of information concerning grades, assignments, your progress in this class, etc., to anyone other than you. As a result, the professor will not be posting grades or responding to grade requests by telephone or e-mail. I would be happy to discuss your grade or class work with you one-on-one during office hours or a scheduled appointment. Some Additional Food for Thought Students at the doctoral level are expected to exceed minimum standards. Please note that written work is expected to be submitted typewritten (word processed) double spaced in APA style format when applicable. Collected work must be stapled or bound appropriately, identify the student , class and the assignment, the student’s ID number and be dated. It is expected that the work will be appropriately referenced and use good grammar, punctuation and spelling.

COURSE POLICIES

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Teachable moments often give rise to extra credit assignments. In addition, should students choose to read additional references from the syllabus and report on them, extra credit is available. This must be negotiated in advance with the professor. Semester Calendar NOTE: Dates and times listed are subject to change. Please refer to the Registrar’s Office on-line website @ www.famu.edu for updated information on a regular basis. Topical Outline/Course Calendar The schedule/outline is tentative and subject to change depending upon the progress of the class , unforeseen professional activities of the professor (i.e. a paper accepted or required attendance at a meeting) and the availability of guest presenters. As each class composition varies, flexibility must underpin the university syllabus. Naturally illness, death, inclement weather or other emergencies may prompt a need for a shift. The professor reserves the right to exercise discretion in this regard. Due to the research component of this class, some Saturday sessions may be held off site or dedicated to use of library sources. The tentative topical outline is as follows: Calendar Date Activities Due this class session Due next session Date Topic Preparation Assignment August 28, 2010

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Course Introduction & Pre Assessment Expectations Housekeeping Tasks Key Definitions Introduction to Vocabulary of Race, Class and Gender Essay:Growing Up Gendered

Peruse and come to class with textbooks.Be prepared to sign the syllabus agreement. Select an alias.

Prepare and upload the Blackboard bio that delineates your proposed dissertation study Give substantive details and a rationale. Include an updated photo of yourself. Complete the essay begun in class. Prepare to hand in a copy and keep one in your journal.Textbook quiz next class.

Extra Credit

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September 4 ,2010

Social Construction of Gender, Sexism and its Manifestations, Ramifications for the School

Textbook quiz Posting on Blackboard; Completed essay on growing up gendered; Journal #1 entry uploaded to Taskstream

Post on the discussion board: 1)interview 3 generations and compare observations about the construction of gender

September 11,2010

Choosing Topical Presentations,Text discussions, Race,Class, Gender and Youth, Shifting the Center;Understanding Oppression

Be prepared to discuss interviews. What has changed and where are we going in terms of gender parity?

Discussion Board: React to readings assigned Discussant:#1

September 18,,2010

The sociobiological category used to define human worth; Identity construction Franz Fanon,M. Karenga Issues that affect the school

Be prepared to discuss assigned readings. Journal entry #2 uploaded to Taskstream ; hard copy brought to class

Discussion Board: React to readings assigned Discussant:#2 Look for extra credit quiz online. Chek Blackboard for the date.

September 25, 2010

Library Assignment: Digging for Data

Be prepared to work together and obtain the data you need to build a solid response..

Author a collective response to the statement: “Since we are all Americans, there is no need for historically Black colleges or universities. Use references to support your team’s position.

Prepare to debate the issue in class. Assemble a dossier with references that support your team’s position.

October 2, 2010

Register for WorldCat.

Identity, Race Race Matters?Great Racial Scholars DuBois,Woodson,Diop,West

Team Response Summary due Proof of Worldcat registration

Decide on template for instructional module Discussion Board: React to readings assigned Discussant:#2

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October 9, 2010

Race and educational policy, Multicultural education

Be prepared to discuss assigned readings

Discussion Board: React to readings assigned Discussant:#3 Prepare module for presentation

October 16, 2010

Instructional Module due The global context of racism and sexism Boys of Baraka


Discussion Board: React to readings assigned Discussant:#4 Lit review : Rationale of “ism” paper due in class

October 23, 2010

Class, the invisible warden Capitalism and the construction of classes Is it race or class?

Lit review rationale due in class and uploaded to Taskstream


October 30, 2010

The role of schools in the perpetuation of inequality Beyond heroes and holidays



October 30, 2010

Library Assignments Domestic colonialism, race, class, gender and crime data search


November 6, 2010

The Color of Wealth and the implications

Be prepared to discuss at a roundtable findings

Discussion Board: React to readings assigned Discussant #8

November 13, 2010

Topical Power Point presentations, When and where I enter/ My Research

Present your power point on your topic

React information from presentations

November 20, 2010 Self-assessment, roundtable, q&a, Intertnational dimensions of the isms


Early bird papers due mext class Discussion Board: React to readings assigned Discussant #9

November 27, 2010 Restructuring multicultural Early bird papers due Discussion Board:

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Education and other school related structures


React to readings assigned Discussant #10

December 4, 2010 CONNECTIVE THEME PAPER REVIEWS

Term papers due

Assignment: Make a difference in the world!

Be sure all your designated

Assignments are in 12/4 10

Taskstreeam by 12/4 10 pm

Teaching Methods

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Lecture/discussion, problem posing, cooperative learning, Blackboard, journaling, oral and written presentations, field visits, and Internet searches. This list is not ironclad. As the professor is constantly seeking to expand her teaching repertoire, additional methods may be used.

Netiquette Students are required to have an e-mail account

Course Evaluation

and to provide the professor with updated directory information and an e-mail address no later than the second week of class. This is especially important if students are using emails in addition to the university-assigned email address. Always put 7280 and your name (i.e. 7280- Barry King as the "subject" line so the professor can identify class related email posts . Be sure to provide a signature with your own full name on every email message. Students are also required to have Internet access.. There will also be assignments and study help available on Blackboard at http:famublackboard.edu .Written assignments must be turned in electronically as an attachment to e-mail. Sometimes a hard copy may also be requested. Assignments submitted electronically are on time if they are sent by 11:59:59 p.m. the day before the class due date. Assignments sent to Taskstream are maintained in a perpetual file that you may access. This way you will always have an electronic copy of your work. Blackboard assignments are only kept usually a semester after the course is offered.. Due to the proliferation of viruses, a file that does not show your name, title of the assignment and a standard word processing icon will not be opened, read or graded. In case of doubt, save your file in RTF format before sending. Save your files for all work turned in. It is suggested that you keep a backup copy on a flash drive or CD-R. If it should happen that an assignment is damaged or misplaced, be prepared to provide a new copy. Never wipe your computer files for a course until you absolutely know that you have been credited with everything you have earned.

Students are required to upload selected assignments into the Taskstream portfolio. All work must be sent to the Blackboard digital dropbox for archival purposes. Taskstream provides matrices which show how the work(criteria) is being evaluated. Students who wish to discuss their work with the professor are advised to set up an appointment to meet during office hours. There may also be the option to meet in the virtual office. Students are also advised to keep copies of their work on a disk dedicated to EDA 6191. Students are also

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encouraged to meet with their advisors during the semester to discuss concerns and progress. To the extent possible work done in courses should support the student’s overall research thrust. Class preparedness (timely assignments, chapter presentations, and contributions to discussion/activities) is a baseline expectation of doctoral level work.

Grading Students are reminded that doctoral level work is expected. Doctoral work is characterized by attention to form( i.e. grammar, punctuation and diction) as well as style (APA 6 th edition). It is expected that the student will not rely purely on Internet sources when any inquiry is required. It is expected that the student will adhere to the guidelines provided by the professor for work that is to be submitted. Only the highlighted grades are considered acceptable for graduate students. Lower than B requires a repeat of the course. The grade ranges for EDA 6191 are as follows:

90-100 A (minimum 1001 points total)

80-89 B (800-1000 points) 70-79 C (700-799 points) 60-69 D (600-699 points) 59 or below….F (590 points or below) Barring emergent circumstances, late work is not accepted. Work that fails to address the assignment given will not be graded. Work that is submitted in a cryptic fashion (violating the requested labeling) will neither be opened nor returned. Saved files should be saved in Word 2007 or 2003 and titled: Last name, first initial: Title of the assignment, EDA 6191 date. It should look like this when I go to save it for grading :GRADY, H. r Power Point presentation topic:classism. EDA 6191. 10-07-10. Students at the doctoral level are expected to exceed minimum standards. Please note that written work is expected to be submitted typewritten (word processed) double spaced in APA style format when applicable. Collected work must be properly identified by assignment, stapled or bound appropriately, identify the student, the student’s ID number and be dated. Cober pages should adhere to APA 6 and use keywords. It is expected that the work will be appropriately referenced and use good grammar, punctuation and spelling.

Extra credit opportunities are infrequently offered throughout the semester. Mere completion of the assignment does not guarantee the points will be awarded. Work must adhere to the standards expected of doctoral level students.

The proper method to appeal any grade is to approach the instructor and attempt resolution. Computational errors are easily rectified. In the event that the matter can not be resolved the student must follow departmental rules and respect the chain of command. This means approaching the PhD Coordinator and the Department Chair before going outside the Department of Educational Leadership and Human Services.

Evaluation in the course will be based on professional attitude, competence in the language arts, attendance, class participation, written and oral assignments, readings, examinations, and projects. The quality of the work you submit in consideration of a grade counts. Grades are determined by the quality of student performance. Selected artifacts are to be uploaded to Taskstream.

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Final Paper due: December 4, 2010 via Taskstream = Upload to Taskstream

Journal entry one…………………….75 points

Journal entry two…………………….75 points

Midpoint Instructional Module………150 points

Thematic Power Point ……………….150

Quizzes* ……………………………….100 points

Blackboard and online participation…. 200 points

Connective “Ism” Theme Final Paper… 250 points

National and State Standards Addressed in the Course 1. PEU Conceptual Framework Standards –Problem Solving 4.5 and Professionalism 5.1- 2. NCATE – approved Curriculum Guidelines for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors. Grading Scale: A=90-100, B=80-89 C=70-79 D=60-69 F=Below 60 Grading Rubric F=Favorable, A=Acceptable, M=Marginal, U=Unsatisfactory A “C” grade for a graduate student is unacceptable and requires the repeat of the course. Only two “C” grades are allowed in the degree program. Favorable performance is exemplified in activity(ies), product(s), response(s) that exceed or meet established criteria, which demonstrates candidates’ acquisition of knowledge, skills, and dispositions relative to institutional, national, state, and program standards. A favorable performance designation is assigned to products, which demonstrate a significant presence of (a) higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice. Products meeting these criteria will be determined as “A” products and assigned a numerical score in the range of 90-100.

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Acceptable performance is exemplified in activity(ies), product(s), response(s) that approach or approximate established criteria, which demonstrate candidates’ acquisition of knowledge, skills, and dispositions relative to institutional, national, state, and program standards, but does not meet the criteria for favorable designation. An Acceptable performance designation is assigned to products, which demonstrate vague attempts at including (a) higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice. Products meeting these criteria will be determined as “B” products and assigned a numerical score in the range of 80-89. Marginal performance is exemplified in activity(ies), product(s), response(s) that do not exceed, meet, or approach or proximate established criteria, which demonstrate candidates’ acquisition of knowledge, skills, and dispositions relative to institutional, national, state, and program standards. A Marginal performance designation is assigned to products, which demonstrate minimal inclusion of (a) higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice. Products meeting these criteria will be determined as “C” products and assigned a numerical score in the range of 70-79. Unacceptable performance is exemplified in activity(ies), product(s), response(s) that do not exceed, meet, or approach or proximate established criteria, which demonstrate candidates’ acquisition of knowledge, skills, and dispositions relative to institutional, national, state, and program standards. An Unacceptable performance designation is assigned to products, which demonstrate a lack of (a) higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice. Products meeting these criteria will be determined as “U” products and assigned a numerical score in the range of 60-69.

Course Policies Policy Statement on Non-Discrimination It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University and employment. Academic Honor Policy The University’s Academic Honor Policy is located in the FANG Student Handbook, under the Student Code of Conduct- Regulation 2.012 section, beginning on page 55-56.

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ADA Compliance To comply with the provisions of the Americans with Disabilities Act (ADA), please advise instructor of accommodations required to insure participation in this course. Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850) 599-3180.

Thematic Stops in the Course:

Mastery of the nexus between

history and policy

Command of Research and use of data driven strategies

Choosing the role of public intellectual to

advocate effectively

Knowledge of the“isms’” role in societal reproduction

Commitment To

Leadership excellence via social justice

DR. YOU

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References Note: Doctoral students are expected to seek out additional sources of information. The reference list is a departure point for deeper inquiry . Remember, this is a journey from student to scholar. American Bar Association &the National Bar Association. (2001)Justice by gender. Washington, DC: Author Banks, J.A & Banks, C. (2009) Multicultural education: Issues and perspectives. Hoboken, NJ: John Wiley & Sons Barak, G. Leighton, P., & Flavin, J. (2006) America. Lanham, Md. Rowman and Littlefield

Class, race, gender, and crime: the social realities of justice in

Bonilla-Silva, E., Goar, C.&. Embrick, D.G. ( 2006). “When whites flock together: White habitus and the Social Psychology of Whites’ Social and Residential Segregation from Blacks.” Critical Sociology 3 229-254. Bowles, S. & Gintis, H. (2002) Schooling in capitalist America revisited, Sociology of Education, 75, 1. Downey, D. & Pribesh, S. (2004) When race matters: teachers’ evaluation of students’ classroom behavior” Sociology of education, 77, 267-282. Du Bois, W.E.B. (orig.1973; reprint 2002)The Education of Black People: Ten Critiques (1906-1960 ). New York: Monthly Review Press Edin, K. & Kefalas, M . (2005) Promises I can keep. Why poor women put motherhood above marriage. Berkeley: University of California Press Freire,P.(2002) Pedagogy of the oppressed. New York: Continuum Gallagher, C.A. (ed) (2007) Rethinking the color line: Readings in race and ethnicity. New York: Mc Graw Hill Gatto, J.T.(2005) Dumbing us down. New Society Publishers Grusky, D. (2001) Social stratification: Class, race and gender. Boulder, Co: Westview Johnson, A. (2006). Privilege, power, and difference. Boston: McGraw-Hill. Kozol, J. (2005). The Shame of the nation: The restoration of apartheid schooling in America. New York: Three Rivers Press. Pattillo, M. 2005. "Black middle-class neighborhoods." Annual Review of Sociology 31, 305-329.

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Roscigno, J., Garcia , L., Mong, S & Byron, R.. 2007. "Racial discrimination at work: Its occurrence, Dimensions, and Consequences." Research in Race & Ethnic Relations 14,111-135. Robinson, R.(2001)The debt. What America owes to Blacks. New York: Plume Publishing Sen, R.(2003) Stir It Up: Lessons in community organizing &advocacy. San Francisco: Jossey Bass Snipp, Mathew C. 2003. Racial measurement in the American census: Past practices and implications from the Future.” Annual Review of Sociology 29:563-88 Steffensmeier, S. & Demuth, S. (2000). “Ethnicity and sentencing outcomes in U.S. federal Courts: Who is punished more harshly?” American Sociological Review 65, 705-29. Weinberg, M(1977 orig., 1995 2nd edition)A chance to learn : the history of race and education in the United States Cambridge [Eng.] ; New York : Cambridge University Press Weinberg, M(1992)World racism and related inhumanities : a country-by-country bibliography. New York : Greenwood Press West, C. (2001) Race Matters. Boston: Beacon Weston, A.(2000) 3rd ed. A Rulebook for Arguments. Indianapolis, IN: Hackett Publishing Woodson, C.G. ( 1933 orig.,2010 ) The mis-education of the Negro .New York: SoHo Press Wray, M. (2006). Not quite White: White trash and the boundaries of Whiteness. Durham, N.C.: Duke University Press. Internet Resources.: Sites that are a must http://educ.ubc.ca/faculty/talmy/critped.htm http://www.teachingforchange.org/node/196 http://www.johntaylorgatto.com/hp/frames.htm http:// transformativestudies.org/ http://freire.mcgill.ca/) http://www.nrrf.org/ed_schools_crisis.htm

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http://freire.mcgill.ca/�

http://www.nrrf.org/ed_schools_crisis.htm�

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www.childrennow.org/.../media_messages_about_race_class_gender

www.floridaschoolleaders.org.

http://www.charlierose.com/view/interview/10140 http://pegasus.cc.ucf.edu/~kthompso/projects/critical_pedagogy_packet.html http://media.www.thehumanitiesreview.com/media/storage/paper1300/news/2008/01/16/Fall2007/Pedagogy.And.Praxis.In.The.Age.Of.Empire-3156532.shtml

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http://pegasus.cc.ucf.edu/~kthompso/projects/critical_pedagogy_packet.html�

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Advanced Level Disposition Form Candidate’s Name: ___________________ Student ID: ____________ Program Area: __________________ Criteria for rating Favorable Acceptable Marginal Unacceptable

4 3 2 1 The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

(79-70%)

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. (60-69%)

Professional Behavior : The Other Professional Educator Candidate demonstrates professional behavior (Please use a to indicate level of performance.)

Outcome F (4)

A (3)

M (2)

U (1)

• is punctual and regularly attends class • has a positive disposition (possesses congenial interpersonal skills; is patient, resilient,

optimistic and approachable). • presents oneself in a professional manner both in demeanor and appearance. • handles feelings appropriately (emotional management) • maintains integrity and high professional standards. • works in a reliable, dependable manner, utilizing initiative. • seeks opportunities for professional development and actively participates in professional

organizations. • demonstrates the appropriate use of personal technology during class. • demonstrates academic honesty.

Criteria for rating Favorable Acceptable Marginal Unacceptable 4 3 2 1

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)


(89-80%)


(79-70%)


Effective Communication: The Other Professional Educator Candidate demonstrates effective communication skills (Please use a to indicate level of performance.)

Outcome F (4)

A (3)

M (2)

U (1)

• communicates effectively in a professional manner using standard English language and appropriate tone for the situation.

• is highly sensitive to what to do or say in order to maintain good relations with others and acts accordingly.

• is willing to share information and ideas in a mutually respectful manner. • utilizes and models active listening and appropriate feedback skills.

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(90–100 %)


(89-80%)


(79-70%)


Professional Practice: The Other Professional Educator Candidate demonstrates professional practice (Please use a to indicate level of performance.)

Outcome F (4)

A (3)

M (2)

U (1)

• is curious, willing to experiment with new ideas and techniques, and is receptive to change. • analyzes and evaluates concepts and clinical practices. • experiments, evaluates, and initiates innovative practices. • demonstrates a willingness to review and analyze research and/or conduct research on his/her

own. • recognizes the individual differences that distinguish his/her students from one another and

takes into account these differences in behavior of students. • is respectful, tolerant, and responsive to the cultural and family differences, including special

needs, which students and colleagues bring to the learning environment. • continually deepens knowledge of practice and student learning. • understands the roles of assessment, including the roles of standards and outcomes in

assessment.



(90–100 %)


(89-80%)


(79-70%)


Systematic Thinking: The Other Professional Educator Candidate demonstrates systematic thinking (Please use a to indicate level of performance.)

Outcome F (4)

A (3)

M (2)

U (1)

• critically examines his/her practice on a regular basis to deepen knowledge, expand his/her repertoire of skills, and incorporate findings into practice.

• thinks critically before responding to unforeseen circumstances and modifies his/her actions as a result.

• thinks critically about how to best manage, apply, and integrate technology into his/her everyday practice.

• conducts self assessment through reflection in problem solving.

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Date ____________________ I have read the syllabus and agree to adhere to its requirements. I understand that I am responsible for staying abreast of assignments, any changes, and my grades. It is up to me to schedule conferences with the professor as needed. Professional disposition requires that I choose academic honesty and bring any concerns to the professor before respecting the chain of command. Print Name _______________________ Signature _____________________

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Assignment Grading Matrix (for Lit review and Connective theme paper

Assignment Grading Matrix

SUPERIOR ACHIEVEMENT/Favorable value: 4

Average Achievement/Acceptable value: 3

Marginal Achievement value: 2

Criteria not met/Unacceptable value: 1

Score/ Level

Research preparation apparent

The paper includes an extensive list of references from mainly peer reviewed sources or published books in the field.

The paper includes a list of references appropriately cited in APA style. References are located within the text.

The paper mainly relies on Internet sources that are not peer reviewed and questionable sources.

unachieved, poor command

Subject matter command apparent

The paper introduces the topic well and proceeds to discuss related cognates in sufficient detail.

The paper adequately introduces and discusses the topic.

The paper grasps some of the relevant topics of the paper but misses the mark largely.

Weak links connect subject with the assigned topic of the paper

Vocabulary usage &diction

Grammar and diction is almost flawless in the paper.

There are minimal grammar, spelling and diction violations.

Simplistic vocabulary not commensurate with graduate study; overuse of colloquial language and some

There are many grammar and diction violations.

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spelling errors.

Use of analogies and examples

The paper is laced with potent analogies and examples.

There is an adequate attempt to insert meaningful analogies and examples in the paper.

Little evidence of examples and analogies.

Poor examples, if any, are used to illustrate ideas.

Strong transitions Transitions give the paper a fluid characteristic and move the reader sequentially through topic areas.

The paper flows logically.

There are a few errors in the transitions of paragraphs and themes.

Weak transitions characterize the submitted work. When presenmt. transitions are abrupt.

Argument clarity The argument is clear and very well stated.

The argument is clearly articulated.

There are some points which are confusing but overall one can follow the flow.

Thoughts are disjointed and muddled; there is difficulty understanding the thrust of the argument

Persuasiveness The author makes a persuasive, well woven argument throughout the paper.

The author succeeds in persuading the reader on a few points.

The paper attempts to persuade the reader on certain points but does not succeed.

The paper is not persuasive.

Coverage of each topic& quality of reference sources

The paper deals extensively with the topic and some of its cognate area buttressed by excellent references.

The topic is adequately covered.

Some aspects of the topic are attempted but the delivery is noticeably flawed.

The topic is covered inadequately and lacks sufficient references to support it.

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Reference quality is low.

In depth treatment of assigned topic/evidence of critical thinking

The ideas are critically presented and the paper includes evidence of the author's thinking.

The paper addresses the topic in depth and commensurate with what is expected at the graduate level.

The ideas presented are unritically presented without the author's views.

The topic is not treated with depth.

Evident summary and closure

The summary weaves in an overview of the topic and the paper's treatment of it.

The topic is summarized at the end of the paper.

The summary is weak and the closure is abrupt.

The paper has no summary or apparent closure.

These dimnensions relate to the form/presentation of the document:

Appearance of document

The document has color, is bound and gives the appearance of a professionally prepared item.

The document is neat and organized.

The paper lacks pagination and/or other key elements required.

The document is submitted with a paper clip, without pagination and/or has a disheveled appearance.

APA style execution of overall document

The paper is exemplary with respect to the use of APA style.

The paper uses APA style and lists references in the text.

A weak attempt is made to integrate APA style into the paper but it is unsuccessful.

The paper does not adhere to APA style format.

Pagination and The paper is spaced Pagination is present. Some page Pagination is

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spacing correctly and pagination is present.

numbers may be missing and there may be too much space between some paragraphs.

missing and/or there are inappropriate spacing violations.

Appropriate reference citations

Citations go beyond printed matter and are appropriately cited in APA style. All cited items are in the list of references.

Few APA violations are noted and the majority of ideas presented are appropriately cited.

Data sources are limited and ideas rely on the presentations of 3-4 authors.

References are rare; the paper may end with a bibliography or works cited page.

Spelling No spelling errors noted Errors appear to be typos

Considerable spelling errors particularly noted with homonyms

Many spelling errors

Sentence structure Sentence structure is commensurate with what is expected at the graduate level.

The paper evinces few errors regarding sentence structure.

There are notable sections with poor sentence structure.

The paper is burdened with poor sentence structure throughout.

Use of paragraphs and idea development

Paragraphs are well developed and succint.

The paper evinces few errors in paragraph and/or idea development.

There are notable sections with poor paragraphs (i.e. more than one page)and idea development

The paper is burdened with poor paragraphs and idea development.

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Subject-verb agreement

There are no sentences which lack subject-verb agreement.

The paper evinces few errors in subject-verb agreement.

There are notable sentences which lack subject-verb agreement.

The paper generally lacks subject-verb agreement.

Avoidance of colloquialism

If used, the colloquial term is accompanied by the designation (sic) or some notation to indicate why it is used.

The paper avoids the use of the colloquial tone.

The colloquial tone is woven in with an attempt at a scholarly presentation.

The tone of the paper is not scholarly and relies on the extensive use of colloquialism.

Coherence An observable sequence of events and ideas is evident in the treatment of the topic. Summary is used at various points to assist the reader.

The topic unfolds in a coherent discussion.

The paper has a theme and direction but topics jump around and lack coherence.

Ideas are disjointed and do not fit together well.

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Instructional Module Scoring Matrix

value: 4

value: 3

value: 2

value: 1

Score/ Level

1. Context of and Purpose for Instruction: Includes considerations of audience, purpose, and the circumstances surrounding the learning task(s).

Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context).

Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions).

Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g.,lesson beyond the scope of the learners).

2.Skills: Diagnosis and Evaluation

Demonstrates a skilled, sophisticated understanding of the complexity of elements important important in lesson construction. Both diagnosis and evaluation are masterfully included in the lesson. Creativity is observable.

Demonstrates adequate understanding of the complexity of elements important tin lesson construction. Both diagnosis and evaluation are included in the lesson.

Demonstrates partial understanding of the complexity of elements important in lesson construction. Does one but not the other.

Demonstrates surface understanding of the need for diagnosis (needs assessment ) and follow up evaluation, Not observable in the lesson

3. Skills: Empathy

Interprets intercultural experience from the perspectives of own and more than one

Recognizes intellectual and emotional dimensions of more than one worldview and

Identifies components of other cultural perspectives but responds in all situations with

Views the experience of others but does so through own cultural worldview.


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worldview and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group.

sometimes uses more than one worldview in interactions.

own worldview.

4. Skills: Verbal and nonverbal communication

Articulates a complex understanding of cultural differences in verbal and nonverbal communication (e.g., demonstrates understanding of the degree to which people use physical contact while communicating in different cultures or use direct/ indirect and explicit/ implicit meanings) and is able to skillfully negotiate a shared understanding based on those differences.

Recognizes and participates in cultural differences in verbal and nonverbal communication and negotiates a shared understanding based on those differences.

Is aware that misunderstandings can occur based on verbal and nonverbal differences but is able to encourage a shared vision

Demonstrates a lack of comfort with differences in verbal and nonverbal communication and is l unable to negotiate a shared understanding.

5. "Withitness":Ability to monitor the pulse of the classroom and rake advantage of teachable moments

Is masterfully aware of how the lesson is proceeding, has a plan to deal with interruptions and is able to keep students focused

Is aware of students' attention and how the lesson if proceeding; attempts to keep students focused and on task

Somewhat aware of what the majority of students are doing, does not monitor interruptions or control flow of instruction

Is visibly unaware of what the majority of students are doing; does not guide individuals and insure time on task

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and on task

6. Skills: Classroom Management

Effortlessly maintains order in the classroom, demonstrates "withitness" and the lesson flow is uninterrupted by off task behavior

Works to maintain order in the classroom, explains and reiterates when necessary and only minimal interruptions are noted.

Attempts to keep order in the classroom and explains several times what is expected of students but the lesson is interrupted at points.

Does not attend to order in the classroom nor sequence of the lesson (i.e. class rules are not explained or posted,students call out when they wish etc.)

7.Attitudes: Curiosity

Models curiosity by asking complex questions , seeks out and articulates answers to these questions that reflect and value multiple perspectives.

Asks deeper questions about central topic and may introduce cognate infornation

Asks simple or surface questions about central topic

Does not animate instruction with pertinent questions

8. Attitudes Openness

Initiates and develops interactions with all or almost all students. Successfully creates a climate where questions and admission of lack of understanding are fine.

Receptive to interacting with students. Expresses openness to most, if not all, questions. Works to create a climate where students may express doubts and opinions.

Open to questions but not interruptions from students. Will not ever answer personal questions. Is willing to extend himself/herself beyond but not in the classroom. (ie. See me after class)

Is not open to questions if they distract from the flow of the lesson. Is more concerned about getting the content covered than student understanding.

9. Skill: Written Skills The teacher is comfortable modeling and is secure in written language skills

Prepared handouts, the lesson plan itself or other teacher prepared writing evinces advanced

Prepared handouts, the lesson plan itself or other teacher prepared writing indicates ability to

Prepared handouts, the lesson plan itself or other teacher prepared writing indicates difficulty

There are noticeable spelling or grammatical errors in either prepared handouts or on the

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vocabulary and grammatical skills enhance the composition of clear, focused, creative compositions

write complex sentences, understands intermediate grammatical concepts, enhanced vocabulary, ability to compose paragraphs, difficulty with standard essay form

with paragraph structure and simple sentences; limited vocabulary; difficulty with grammatical skills

whitebord,

10. Skill: Leading Class Discussions

Enthusiastically and articulately expresses educated viewpoints and factual information in class discussions; actively works to encourage entire class participation and listens and responds to students in a courteous, professional way, Deals effectively with off task behavior by limiting it..

Stimulates wide participation in class discussion, offers educated viewpoints and factual information and monitors off task behavior.

Is able to start a class discussion but only a few students participate; other students may be off-task

Mumbles while speaking and lacks animation while leading a class discussion

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Power Point evaluation

Power Point evaluation

Outstanding, excellent with almost no flaws value: 5

Evident, effective treatment value: 4

Acceptable, commensurate with expectations for a d value: 3

Not commensurate with doctoral level work; margina value: 2

Unachieved, poor command value: 1

Score/ Level

Appropriately titled opening slides

Slides not overloaded with text

Use of graphics and images

Appropriate number of slides for topic

Use of color and variety

Key points covered adequately

Observable references APA

Attention getting opening

Poise; ease with content

Use of humor and audience involvement

Ability to convey enthusiasm about topic

Minimalization of physical gesturing


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And/or other distractions

Key points covered adequately

Pacing;momentum of presentation

Voice inflection, communicative authority

Effective Summation

Ability to generate and respond to questions

Documents

Professional Education Unit Tallahassee, Florida 32307 Syllabi... · Each student will identify a subtheme relating to race, class or gender contained in the course experience (class,