THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus

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1 1 THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts that are themes through which we organize and deliver our programs; hence they are central to our vision of professional educators and scholars. These include: Interculturalism Interrelatedness Inquiry Pedagogical Leadership College of Education (COE) Mission Statement To prepare highly skilled professionals to assume roles and positions in teaching, research, educational leadership, and human development. To provide undergraduate and graduate programs based on proven best practice, knowledge acquisition, reflective inquiry, critical thinking, and respect for the cultural and linguistically diverse learner. To continuously develop a dynamic local, state, national, and international, dimension that promotes innovations and contributes to scientific educational, economic, and social change. College of Education (COE) Vision Statement The vision of the College of Education is to be consistently recognized as fully-accredited and as a nationally and internationally respected college in the areas of science, mathematics, educational technology and intercultural dimension (language, literacy, culture and interdisciplinary studies in regard to preparing teachers, counselors, administrators, educational researchers, and professional at all levels, not only for the school system but for other economical and service areas which require training, human resources, development and life-long learning. Teacher preparation programs of the College of Education will be central to the mission of the University and will have national prominence. It will be at the forefront in programs for English Language Learners and, through teacher preparation, P-16 and life-long education initiatives will be a model for helping to close the student achievement gap.

2 2 All of these will require the COE to be noted for the quality of its graduates, the scholarship of its faculty, and the leadership and service they provide to the local, regional, and national educational communities in the previously mentioned areas. Note: Be advised that the College of Education conducts ongoing research regarding the effectiveness of the programs. You will receive one survey in the final semester prior to graduation regarding your program during your time here. A second survey will occur within one year following graduation from or completion of a program, and will be sent to your employer. This survey will focus on the preparation received at UTB. Please remember that your response to these surveys is critical to UTB excellence.... College of Education Department of Language, Literacy, and Intercultural Studies EDFR 2301The Intercultural Context of School Instructor: Office Hours: Erika Medina, M.Ed. By appointment Contact Info: cel: Schedule: 7:15PM to 10:00PM Life & Health Sciences Textbook: Freeman, Y., Freeman, D., & Ramirez, R. (Eds.). (2008). Diverse learners in the mainstream classroom: Strategies for supporting all students across content areas. Portsmouth, NH: Heinemann. [other course readings will be available in electronic form on Blackboard] Course Catalog Description: This education course introduces students to issues related to characteristics of special needs populations as well as classroom strategies for instruction of diverse populations. Students will also be introduced to the legal issues related to students with special needs. Field experience required. Lec. 3, Cr. 3 Course Objectives/SLOs: Course Objective(s) 1. Communication difficulties 2. Learning styles, deficits, and differences NCATE STANDARD Conceptual Framework 1 Interculturalism Diversity

3 3 3. Behavioral differences 4. Physical and mobility issues 5. Gender and sexuality differences 6. Assistive technology in the classroom 7. Legal issues relating to instruction and discipline of students in special education. Expanded Course Description:. This course is a reading-, writing-, and research-intensive, discussion-focused seminar, where students are expected to engage critically with course texts (books, articles, films, etc.) and their classmates, to gain real-life experience observing (and, we hope, participating) in classrooms, and to work hard to develop analytic and synthetic reasoning skills in speech and writing. This course will be a collaborative, learner-centered experience, where we are ALL learners, and we all play active roles in constructing our own, and each other s, learning. Our exploration of what diversity means in formal educational contexts begins with reflecting on, and analyzing, our own experiences as learners who have embodied (and continue to embody) different dimensions of diversity in the classrooms and schools we have attended. It proceeds from an understanding that diversity, far from being a value-neutral concept, has always (unfortunately) been linked to, and even used to justify, inequality of educational opportunity and educational outcomes in the U.S. This course is an opportunity to consider why this is so, and to think critically about how things might be different. The goal of EDUC 2301 is to equip all learners to become compassionate critics of educational inequality, in whatever capacity they may find themselves: teacher, student, parent, business leader, school board member, voting citizen, etc. This will involve: 1) working to overcome biases and assumptions that may have led us to develop simplistic understandings of educational challenges 2) keeping an open mind as we read, and read, and write, and write, toward more profound understandings of those challenges 3) accepting that differences of opinion, priorities, and values really do exist 4) AND taking real people s lives and struggles seriously. Attendance/Participation Policy: Everyone is expected to be in class every Monday. If you attend class every day, arrive on time and are an active participant in whole- and small-group discussions, you will easily earn a full attendance and participation mark. Participation is a tricky concept, in my opinion but if you re not super comfortable talking in whole-class discussions, think about how you can communicate with me about what you re learning in the course that s your responsibility.

4 4 You may be dropped after 3 unexcused absences s, unless you and I have made other arrangements. Absences are only considered excused if I receive documentation that you had a valid reason for being absent. Course Requirements: Assignment Autoethnography 5% Assessment Weight Midterm 20% Field Experience 10% Assignments/Article Reviews 30% Presentation 15% Final Exam 20% Grading System: 100% A A A B B B C C C D D D F Failure 0.00 Syllabus Disclaimer: While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any provisions herein, not covered by UTB/TSC Handbook of Operating Procedures or UT Regent Rule, with notice if circumstances so warrant. Every effort will be made to keep students advised of such changes and information about such changes will be available at all times from the instructor. It is the responsibility of each student to know what changes if any, have been made to the provisions of this syllabus and to successfully complete the requirements of this course. Questions regarding information on the syllabus and course requirements need to be addressed by the students when the syllabus is received. SATISFACTORY ACADEMIC PROGRESS (SAP)

5 5 UTB/TSC monitors academic progress every fall and spring semester to identify those students who are experiencing difficulty with their courses. Satisfactory Academic Progress (SAP) is based upon two components: GPA of 2.0 or higher and successful course completion of at least 70% of course work attempted. Students remain in good standing with the university and Financial Aid when both criteria are met. Students who do not maintain these required minimum standards will be placed on probation or suspension as appropriate. The complete Satisfactory Academic Progress policy and the Undergraduate Satisfactory Academic Progress for Financial Aid policy can be found in the current Undergraduate Catalog. For more information, please visit SCHOLASTIC DISHONESTY Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student, or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. (Board of Regents Rules and Regulations) All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your peers to pressure you to cheat. Your grade, academic standing and personal reputation are at stake. For a brief informative video on cheating and its consequences click on Academic Integrity at UTB/TSC at this link: (http://www.utb.edu/sa/studentlife). STUDENTS ACADEMIC RESPONSIBILITIES Students are expected to be diligent in their studies and attend class regularly and on time. Students are responsible for all class work and assignments. On recommendation of the instructor concerned and with the approval of the Dean, students may, at any time, be dropped from courses. This may result in a W or F on the student s permanent record. EMERGENCY POLICY STATEMENT In compliance with the Emergency UTB/TSC Academic Continuity Program, academic courses, partially or entirely, will be made available on the MyUTBTSC Blackboard course management system. This allows faculty members and students to continue their teaching and learning via MyUTBTSC Blackboard in case the university shuts down as a result of a hurricane or any other natural disaster. The university will use MyUTBTSC Blackboard to post announcements notifying faculty members and students of their responsibilities as a hurricane approaches our region. If the university is forced to shut down, faculty will notify their course(s). To receive credit for a course, it is the student s responsibility to complete all the requirements for that course. Failure to access course materials once reasonably possible can result in a reduction of your overall grade in the class. To facilitate the completion of class, most or all of the communication between students and the institution, the instructor, and fellow classmates will take place using the features in your MyUTBTSC Blackboard and UTB system. Therefore, all students must use Scorpion Online to provide a current address. Students may update their address by following the link titled Validate your Account in MyUTBTSC Blackboard Portal. In the event of a

6 6 disaster, that disrupts normal operations, all students and faculty must make every effort to access an internet-enabled computer as often as possible to continue the learning process. AMERICANS WITH DISABILITIES ACT (ADA) Students with disabilities, including learning disabilities, who wish to request accommodations in this class should notify the Disability Services Office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide documentation of his/her disability to the Disability Services counselor. For more information, visit Disability Services in the Lightner Center, call or Chapter Schedules** Dates Class Introduction Technology Cultural Diversity Bilingual Education Bilingual Education Students with Disabilities Gifted and Talented Midterm Multiple Intelligences Diversity in Society Early Childhood Math & History Presentations Presentations Final Exam ** Please note additional readings will be assigned to supplement chapter of the week.

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