MISSION STATEMENT. The urban educator: Reflective, innovative and committed to diversity.

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1 MISSION STATEMENT The urban educator: Reflective, innovative and committed to diversity. Course Syllabus Division: Program Area: Course: Teacher Education Bilingual, ESL, and Foreign Language Education Program BBE 5000: Multicultural Education in Urban America Credit/Section Number: 2.0 (CRN: and 26870) Term/Year: Winter 2014 (January 6-April 29, 2014) Course Location: Instructor: ON-LINE (Blackboard) Dr. Suleiman M. Hamdan Office Address: College of Education, Room 214 Office Hours: Via WIMBA or SKYPE (call or for appointment) (Skype id: Suleiman.hamdan) /Phone: (313) Technical Support: Access to Blackboard and Technical Support: In order to access Blackboard, please your university ID to log into For help with Blackboard and related technical matters, please contact the C&IT Help Desk by phone or to 1

2 Course Description: This is an on-line course on the cultural, social, political, and economic realities of our complex, pluralistic society in relation to our education system. Learning experiences will include the development of analytical and evaluative abilities of participants to deal with racism, sexism, value clarification, and the parity of power, and the exploration of multicultural education strategies. The course will utilize primarily asynchronous approach to learning composed of weekly Blackboard discussions and online journals, with support from the instructor through real-time discussions via WIMBA and SKYPE. Students will be responsible for keeping up with all required readings and assignments as scheduled. Course Outcomes: The following student learning outcomes have been designed to address major course-related concepts in consistency with the mission of the College of Education: 1. Students will demonstrate an understanding of major cultural concepts, acculturation, multicultural education, and the associated best practices and skills in becoming a competent multicultural educator. 2. Students will demonstrate knowledge of internal and external elements of culture (e.g., values, beliefs, and expectations; patterns of communication; social roles and status) and identifying strategies for making thoughtful comparisons between English-speaking and heritage cultures in the context of teaching and learning. 3. Students will construct a timeline of significant events in the struggles for equality amongst various underrepresented minorities. 4. Students will apply procedures for interpreting, synthesizing, and organizing cultural information as they develop their instructional strategies, curriculum, assessments, and the integration of quantitative and qualitative knowledge specific to their curriculum. 5. Student will apply strategies for gaining, analyzing, and reflecting on one's own linguistic and cultural competence and professional knowledge (e.g., establishing professional goals, pursuing professional growth opportunities). 6. Students will develop knowledge on constructing culturally inclusive learning environments that support individual students' needs, development and academic achievement. 7. Meet the standard on diversity established by the National Council for Accreditation of Teacher Education (NCATE) which includes: Understanding the importance of diversity in teaching and learning. Developing lessons and a classroom experience that values diversity. Developing awareness of different teaching and learning styles shaped by cultural influences. Demonstrating dispositions of fairness and equity with regards to all students. 8. Meet the following Standards for the Preparation of Teachers of English as a Second Language (NS) (Adopted by the Michigan State Board of Education July 13, 2004): 2

3 2.1 Knowledge, understanding, and use of the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support the individual students learning. 2.2 Application of knowledge and understanding of how cultural groups and students cultural identities affect language and school achievement. 2.3 An understanding of the value and role of diverse literary and cultural texts in order to use them for interpretation and reflection. 2.4 An understanding of similarities and differences between English speaking and heritage cultures, and know how to make thoughtful comparisons between them. 9. Meet the following Standards for the Preparation of Teachers of Bilingual Education (all Y codes) (Adopted by the Michigan State Board of Education July 13, 2004): 2.1 Knowledge, understanding, and use of the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support the individual students learning. 2.2 Application of knowledge and understanding of how cultural groups and students cultural identities affect language and school achievement. 2.3 An understanding of the value and role of diverse literary and cultural texts in order to use them for interpretation and reflection. 2.4 An understanding of the connections among perspectives of cultures and their practices and products, and be able to make comparisons. 2.5 Ability to identify distinctive cultural viewpoints in multiple content areas through English and the target non-english language. 3.3 A variety of instructional practices that produce outcomes through articulated program models that address the needs of linguistically and culturally diverse learners Required Texts: Cushner, K., McClelland, A., & Stafford, P. (2012). Human Diversity in Education: An Intercultural Approach, 7th Edition, McGraw-Hill (ISBN: ). Note: This textbook will constitute the basis for all quizzes discussion boards. The Sixth Edition is acceptable Spring, J (2013). Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States, 7 th Edition, McGraw-Hill. ISBN-13: (Note: the 6 th Edition is acceptable). Note: This textbook (the 6 th or 7 th editions) will constitute the basis for the midterm project only). Course Assignments and Evaluation: The evaluation, which is based on the following 5 components, has been designed to assess students achievement of the course outcomes: 1. Blackboard Discussions (35%): As assigned regularly during the semester (5 Discussions@ 20 points each; total 100 points). You are required to post three responses to each forum within the allowable timeline. The first posting you contribute to each forum, which serves as a response to the posted question, must be in a minimum of words. The second and third postings should be made as a feedback on two of your classmates contributions (the minimum word requirement doesn t apply to the second 3

4 and third responses) Please note that your contributions must be meaningful, constructive and organized, and focused on the question in concern with a direct reference to the required reading material.. The responses should also be courteous in nature, factual and free of grammatical and spelling errors. Postings with a simple short responses such as I agree with you, sounds good, great job, thank you, I share your thoughts, etc. are all insufficient. Evaluation Note: Students will achieve a maximum of 20 points per Discussion Board for full compliance with the above set guidelines. Students who exhibit less than full compliance, but provide a meaningful and constructive response will achieve points. Postings that lack adherence to the required guidelines and standards (or partially address the question) will be evaluated at a range of 0-10 points. NOTE: late postings will not be evaluated. 2. Online Quizzes (35%): As assigned regularly during the semester (10 10 points each; total 100 points). There will be 10 quizzes based on a select number of chapters. Each of the quizzes will be composed of 10 multiple choice or true/false questions. 3. Midterm Project (30%) The midterm project is a short term paper of a minimum length of 6-8 pages (double spaced, 12 point font and excluding the title and reference pages). The paper should be based on one of the topics as discussed within Joel Spring s text titled Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States. 6 th Edition or 7 th Edition, McGraw-Hill. (Total 100 points). Paper Writing Guidelines: Students must be able to demonstrate in their writing the effective integration of the following levels of thinking according to Bloom's Taxonomy (high order thinking skills): 1. Analysis- Analyzing questions and arguments, looking for alternative viewpoints, theories, and interpretations, in addition to highlighting key concepts, assumptions and implications. 2. Synthesis- Organization of ideas, and ability to conceptualize analogous contexts, deduce similar ideas from different situations, and compare and contrast alternative views to integrate understanding of different situations. 3. Evaluation- Utilizing evidence to substantiate, an opinion, a view, or a value judgment. Explaining why, giving reasons, describing a situation, and clarifying the purpose of an argument. Evaluation Note: The paper will be evaluated based on the Writing Rubric contained within this syllabus and the aforementioned writing guidelines. 4

5 Class Policy: 1. Cheating, plagiarism or any form of academic dishonesty are strictly prohibited, and will be handled in accordance with university policy. 2. will be the primary mode of communication between the instructor and students. The instructor will respond to inquiries and s within 48 hours. 3. Students assume responsibility for the technical capabilities of their personal computers, internet connections and software. Please note that the University s computer labs are available for individual student use. 4. Alteration to the syllabus will be made by instructor as deemed necessary. 5. Submission of required assignments on time and according to guidelines: Students are required to post their Discussion Boards within the required timeline. 6. Assignments submitted after the due date will not be evaluated, nor will they be provided partial credit. However, the instructor will consider evaluation of other course assignments (other than Discussion Boards) in some emergency cases. Students who wish to have their late work evaluated should notify the instructor via in advance, or within ONE DAY after the due date to discuss submission of required work, or scheduling of make-up exams. Accepted late assignments and make up exams will be evaluated at a 10% reduction of the grade. Furthermore, failure to contact the instructor according to the recommended timeline may result in the denial of individual requests regarding late assignments. 7. On-Line Classroom Etiquette and Professional Behavior: This class is intended to prompt an open and honest dialogue about various topics. However, due to the content and structure of this course, it is very likely that we will engender passionate discussions on race and ethnic relations, personal and political beliefs, racism, prejudice, gender and sexual stereotypes, ethnic and religious biases, etc. It is critical that we take full responsibility for engaging in a respectful and professional manner in all discussions and communications. Please refrain from asserting stereotypes, and using derogatory remarks. Maintaining respect and courtesy is a central requirement of this course. 8. The discussion boards and the class list should be utilized for engaging in rich discussions pertinent to class requirements and not for non-academic or personal concerns. Individuals with personal concerns (i.e. requirements, grading, complaints) should contact the instructor directly. In addition, students are advised to refrain from using the class list to send s or post content that includes commercial advertisements, chain/junk s, indecent materials, derogatory comments (of any nature), ethnic jokes, personal attacks, put downs, or any content prohibited by university policies. Students who engage in this type of behavior will be warned, and will likely be asked to withdraw from class, or given a failing grade. Plagiarism: Plagiarism includes copying material (any more than 5 consecutive words) from outside texts or presenting outside information as if it were your own by not crediting authors through citations. It can be deliberate or unintended. If you're in doubt about the use of a source, cite it. Students caught plagiarizing information from other sources will receive a failing grade in the course. University policy states that students can be subject to multiple sanctions, from reprimand to expulsion as a consequence of academic dishonesty. To enforce this policy, all outside references must be submitted with assignments. 5

6 Class Schedule*: Week Tasks and Required Reading Assignments Notes/Due Dates 1/6-12 Course Overview (On Blackboard through WIMBA video recording available by Friday, January, 10 Discussion Board Personal introductions (Ungraded Assignment) 1/13-19 Chapter 1 (Cushner) Discussion Board 1 1/19 All discussion boards and quizzes are due at the end of the week on Sundays by midnight. Discussion 1 is due by January 12 1/20-26 Chapter 2 (Cushner), Quizzes 1 and 2 (Based on Ch. 2) 1/26 1/27-2/2 Chapter 3 (Cushner) Discussion Board 2 2/2 2/3-9 Chapter 4 (Cushner) Quizzes 3 and 4 (Based on Ch. 4) 2/9 2/10/16 Chapter 5 (Cushner) Discussion Board 3 2/16 2/17-23 Chapter 6 (Cushner) Quizzes 5 and 6 2/23 (Based on Ch. 6) 2/24-3/2 Chapter 7 (Cushner) Discussion Board 4 3/2 3/3-9 Midterm Project Based on Joel Spring s textbook 3/10-15 Spring Break No Assignments 3/17-23 Chapter 8 (Cushner), Quizzes 7 and 8 3/23 (Based on Ch. 8) 3/24-30 Chapter 9 (Cushner) Discussion Board 5 3/30 Video: Out of Cordoba 3/30-4/6 Chapter 10 (Cushner) Discussion Board 4/6 Extra Credit Assignment (Optional) 4/7-13 Chapter Cushner) Quizzes 9 and 10 4/13 (Based on Chapter 11) 4/13-19 Chapter 13 (Cushner) Discussion Board 4/19 Extra Credit Assignment (Optional) April 21, 2014 : End of Classes Midterm Project is due by March 9, 2014 Additional reading materials will be posted under content on Blackboard 6

7 Grading System: Final grades will be based on the cumulative percentages achieved as a result of fulfilling various components of this course. (See Course Assignments and Evaluation for the weight associated with course requirements) % A 90-94% A % B % D 80-84% B % B % C % D % C 60-64% C % D+ < 44%= F Graduate Grades: Undergraduate Grades: A B+ C+ F A B+ C+ D+ F A- B C A- B C D B- B- C- D- General Note on Grading: The College of Education faculty members strive to implement assessment measures that reflect variety of strategies in order to evaluate a student's performance in a course. For undergraduates and post-degree students C grades will be awarded for satisfactory work that satisfies all course requirements; B grades will be awarded for very good work, and A grades will be reserved for outstanding performance. For graduate students B grades will be awarded for satisfactory work that satisfies all course requirements; B+ grades will be awarded for very good work, and A grades will be reserved for outstanding performance. Please note that there is a distribution of grades from A-F within the College of Education. Grades with plusses and minuses carry distinct grade point averages. Withdrawal Policy: Students who withdraw from a course after the end of the 4th week of class through Sunday, March 23, 2014 will receive a grade of WP, WF, or WN. WP will be awarded if the student is passing the course (based on work due to date) at the time the withdrawal is requested. WF will be awarded if the student is failing the course (based on work due to date) at the time the withdrawal is requested WN will be awarded if no materials have been submitted, and where there is no basis for a grade. Students must submit their withdrawal request on-line through Pipeline. The faculty member must approve the withdrawal request before it becomes final, and students should continue to attend class until they receive notification via that the withdrawal has been approved. Withdrawals can be requested at any point from the fifth week of class through Sunday, March 23, 2014 Attention Students with Disabilities: Wayne State University is committed to providing students with disabilities an equal opportunity to benefit from its programs, services, and activities. If you have a disability that limits your participation in class in any way, please inform the professor and alterations in the course will be 7

8 made. All printed materials are available in alternative formats. If you feel that the limitations imposed by your disability will interfere with your ability to successfully fulfill the requirements of this course, you are strongly encouraged to contact Educational Accessibility Services (EAS) in room 583 Student Center Building to request an accommodation. Phone number: (313) The EAS Student Handbook, found online at the link at this link includes departmental procedures and policies, in addition to the many forms that may be used to request the services and accommodations that you desire. Religious Observance Policy: Because of the extraordinary variety of religious affiliations represented in the University student body and staff, the Wayne State University calendar makes no provision for religious holidays. It is University policy, however, to respect the faith and religious obligations of the individual. Students who find that their classes or examinations involve conflicts with their religious observances are expected to notify their instructors well in advance so that alternative arrangements as suitable as possible may be worked out. 8

9 Writing Projects Rubric Criteria Excellent Good Fair Unsatisfactory 0-59 Purpose Content and Analysis Organization Sentence Structure The main purpose and argument are expressed clearly. Presents relevant information in a balanced and coherent manner that clearly supports a central purpose and argument, and shows a thoughtful, and an in-depth analysis of the topic. Provides meaningful insight, and is highly focused, comprehensible and well-researched. Utilizes high order thinking skills effectively (Bloom s Taxonomy). Ideas are arranged logically to support the purpose and argument of the topic. Ideas flow smoothly and are clearly linked to each other in a coherent manner. The reader can follow the line of reasoning with great interest. Sentences are wellphrased, and varied in length and structure in a consistent manner Sentences flow consistently in a coherent manner from one to another. The main purpose or argument is clear. Provides reasonable support for a central purpose or argument and displays evidence of a basic analysis. Provides some meaningful insight, but deviates away from focus and some of the high order thinking skills. Ideas are arranged logically to support the central purpose or argument. Ideas appear linked to each other, but not consistently throughout the paper. Sentences are wellphrased, and varied in length and structure in a general manner. Sentences flow generally in a coherent manner from one to another. The main purpose and argument are not consistently clear. Information supports a central purpose or argument at times. Analysis is general and unfocused. Little meaningful insight or new learning. Insufficient evidence in the integration of high order thinking skills. In general, the writing is arranged logically, but occasionally fragmented. The intent of the writer is not easily grasped. Some sentences are not well-constructed causing the reader to be distracted and confused occasionally. The purpose and argument are not evident. The central purpose and argument are not evident. Lacks analysis and integration of high order thinking skills Based on biases and single point of view Doesn t contribute to meaningful insight or new learning. Disorganized The ideas fail to make sense frequently. The writer does not demonstrate a clear line of reasoning. Frequent errors in sentence structure causing major distraction to the reader. 9

10 Word Choice Grammar, spelling, and punctuation Length Word choice is consistently precise and accurate without errors Professional and appropriate utilization of bias-free language. The writing is either free, or almost free of errors. The paper includes the required number of pages. Word choice is generally good and appropriate with very minor errors. Generally appropriate bias-free language. There are some occasional errors that neither obscure meaning, nor represent a major distraction. The paper is 1 page less than required Word choice is merely adequate and appropriate with some errors. Some words are inappropriate and stereotypical. Includes some errors causing distraction to the reader. The paper is 2 pages less than required Word choice is inadequate and inappropriate causing confusion to the reader. Frequent use of stereotypical and inappropriate terminology. There are so many errors that obscure meaning, and cause distraction. Paper is 3 or more pages less than required Use of References and Citations Compelling and consistent evidence from professionally legitimate resources. References are primarily peer reviewed professional journals or other legitimate sources (e.g., government documents, professional texts, agency manuals, etc.). Generally uses evidence from primarily legitimate sources. Minor errors in citations and attributions. Limited use of reference materials. Most of the references are from sources that are not peer reviewed and are unreliable. Inadequate citations and attributions. The sources of information and ideas are not evident and unsubstantiated There are virtually no sources that are professionally reliable. APA or MLA Style Attribution and citations are clear, appropriate and relevant. Style format is used accurately and consistently throughout the paper. Style format is used with few minor errors. There are frequent errors in the style format usage. Style format of the document is not recognizable 10