Educ 5340 Interacting With Diverse Families – Syllabus
- Class meeting time/Room:
- Saturday, August 27 (1-2:30), 10/15, 11/12 and 12/10
- The remainder of class time will be online in webx
- Instructor:
- Kim Riordan, M.Ed.
- Office & phone:
- 111 Montague Hall
- (w) 726-7251
- Office hours:
- Mondays, 9-10, 12-1 & 3-4 and Tuesdays, 10-11, 1-2 & 4-5 (and by email and appointment)
- e-mail:
- kriordan@d.umn.edu
- Class alias:
- educ5340-450-s2005@d.umn.edu
- Instructor Website
- http://www.d.umn.edu/~kriordan/
Course Description:
Issues relating to working with and advocating for families from diverse backgrounds and/or with diverse needs. Emphasis on linguistically diverse families, immigrant families, families headed by single parents, families with members with a disability, and families headed by lesbian/gay parents.
Required Texts / Readings:
- Miller-Cleary, L. & Peacock, T. (1998). Collected wisdom: American Indian education. Allyn & Bacon.
- Payne, R. (2003). A framework for understanding poverty.
- Howard, G. H. (1999). We can't teach what we don't know. NY: Teachers College Press.
- Additional hand-out readings and online reading as assigned.
Dispositions
- Disposition
- An habitual tendency or inclination. Disposition includes temperament, character, personality, nature, demeanor - these nouns refer to the sum of traits that identify a person which include frame of mind, emotional characteristics, moral and ethical qualities, distinctive traits that give him/her individuality, especially in his/her relationships with others, exhibited behaviors towards others. The American Heritage Dictionary, 2nd College Edition.
In this course, the following dispositions (characteristics) will be targeted:
- Demonstrate respect for and positive relationships with families
- Establish rapport with colleagues
- Demonstrate positive response to professional responsibilities
- Attendance and punctuality indicate professional attitude
- Engage in self-reflection to improve teaching and learning
- Show sensitivity to differing family structures and cultural backgrounds
Instructional Strategies
Your learning format may include small and large group discussion, lecture, research, field trips, videos, class assignments/activities, outside speakers, service learning project, participation in online community through threaded (WebX) discussion, attendance at outside events, Internet research, selected readings, and personal reflection.
Webcrossing (WebX) Discussions
- Webx discussions will be a major part of the requirements for this course. In lieu of time spent in the classroom, you will be expected to participate in "asynchronous threaded discussions" on a weekly basis. You will be expected to participate in online discussions at least several times each week (a friendly suggestion). I suggest you allow yourselves at least 2-3 hours per week to engage in threaded discussion. (This makes up for the time you would have been in class)...
- At least once during the first week of each new unit post an initial response to the discussion question(s), #2 During the second week of each unit, check in on your small group's discussion, and respond to others' postings or ask questions for clarification, #3 Finally, respond to any questions that others have posted to you, provide information about resources, web links, etc.
- Writing your insights, thoughts, and responses to others in a way that's relatively public and semi-permanent (at least for the duration of the semester) can be a little un-nerving at first and can stifle creativity or thoughtful discussion. Try to relax. I am not concerned at all with misspellings, incomplete sentences, or questionable grammar. After all, we don't speak "perfect English"...
- The kinds of posts? Productive, satisfying discussions are often the result of risk-taking, feedback, questioning, and occasional disagreements, as well as affirming, supportive interaction. With each week's discussion topic, I am asking you for thoughtful input that reflects the readings, your own experience, and your thoughts or insights. When you reflect on other's posts-do you agree or disagree, do you have questions, does any of this lead you to think about something else?...
- With asynchronous online discussions, it is also important to simply "be present"...to find ways to describe in writing what you might be doing non-verbally, e.g., nodding your head, smiling, or looking quizzically at someone. Imagine making a a statement in person in a class, and having no response from the audience...Let people know you're there, that you've read their posts. Also, let others in your small group know when you might be gone for awhile, or for some reason away from your computer, and when you'll return.
- In addition to the course-related threaded discussions, I'll have a folder called "Cyberspace Cafe" in webx. This is the place where you can have casual conversations similar to what goes on in classrooms before class starts, during breaks, etc. Participating in "cyberspace Cafe" is not a requirement of class.
- At the end of class you will summarize your participation in webx using the webx rubric to guide your self-assessement.
Diversity
- Diversity will be addressed through course content and course methodology. The course content will guide the student toward an understanding of both learner differences (e.g.. English as second language learners and exceptionalities) as well as variation in family form, and cultural background.
- Sensitivity and awareness to the variations in parenting style based on ethnic heritage, sexual orientation, socioeconomic status and family configuration will be a critical component to discussions, activities and reflection.
- The instructional methods in this course will be designed to meet the needs of all learners through varied instructional methods, and through modeling effective adult education.
Course Requirements/Expectations
- Attendance:
- Attendance is mandatory due to the nature of this course. To bring meaning to the course content you will be asked to participate in online discussion, online group work and other activities. Missing 2 units of webx (the equivalent of two weeks of class sessions) will result in your earned grade being dropped one full letter grade. Missing 3 units of webx (equivalent to 3 class sessions) will result in your earned grade being dropped two full letter grades below earned grade. Students who miss 40% of the course (6 class sessions) will receive a failing grade for the course. presence in webx.
- Attendance in webx: #1 post an initial response to the discussion question(s) posted in the weekly folder (This should happen before our next class session), and; #2 check in on your small group's discussion, or whichever folders you have posted in, read other's posts (it is expected that you will read your groups posts, just as you would listen to a group discussion) and respond to group member's postings or ask questions for clarification, and; #3 Respond to any questions that your group members have posted to you, provide information about resources, web links, etc.
- Assignments:
- Assignments are due at assigned dates and times. Due dates are listed on the syllabus. Unless otherwise specified, assignments may be submitted electronically (written in html), as an attachment. Guideline for completing assignments is available. Assignments will be graded for appropriate writing and formatting conventions.
- Academic Dishonesty:
- Dishonesty in any form such as, but not limited to, plagiarism or cheating on assignments will not be tolerated. Students who misrepresent their work or commit another act of dishonesty will receive a failing grade for the course and will be recommended for removal from the program.
- Incompletes:
- Incompletes will not be given without extraordinary circumstances and prior discussion and negotiation between student and instructor.
- Email:
- Please check your UMD email account regularly in order to receive any class announcements/clarifications.
- Online Reflective Discussions:
- Webx participation counts for two course assessments. One, is attendance, and the other is points having to do with quality of participation. You will be expected to participate in online discussions at least two times each week throughout the course. A self-assessment of your webx contributions, based on the assignment rubric, will be due at the end of each unit.
Assessment
There will be a variety of course activities and assignments on which you will be graded, including development and presentation of a learning project and written reflections on the outside events. Details of these will be given in class. A WebX Rubric is available for webx discussions. You will be expected to synthesize the information from readings, videos, observations, lectures, speakers, and class discussions in the assignments that you complete.
| Item | Qty | Points | Total | %of Grade |
|---|---|---|---|---|
| Online Participation (See WebX Rubric) | 7 units | 50 | 350 | 35% |
Reflection Paper #1 (Initial Reflection and self-assessment)
|
1 | 50 | 50 | 5% |
| Special Topic Project and Presentation – Guideline for completing assignments | 1 | 300 | 300 | 30% |
Outside Event Summaries: You are expected to attend a variety of "outside events" (4) over the course of the semester.
|
4 | 50 | 200 | 20% |
| Workplace diversity assessment | 1 | 50 | 50 | 5% |
Reflection Paper #2 - Final Reflection and Synthesis This will be the "final" in the class. I will provide you with a list of questions/statements for you to reflect upon and respond to. Your final reflection paper should include your opinions about issues that have been raised in class, how you perceive yourself growing as a result of discussions and reading from class, and an opportunity to reflect upon current understandings as they relate to previous thoughts, feelings, ideas. |
1 | 50 | 50 | 5% |
| Total | 1000 | 100% |
Grading
- A=93-100%
- A-=90-92%
- B+=87-89%
- B=83-86%
- B-=80-82%
- C+=77-79%
- C=73-76%
- C-=70-72%
- D=60-69
- F=<60
Class Schedule
| Date | Topic | Reading | Assignment due |
|---|---|---|---|
| Sept 2 - Sept 16 | Unit 1 Introduction - Families & Diversity - Beliefs and Behaviors, Stereotypes and Personal assessment |
A Framework for Understanding Poverty Ch. 1 - 9 (Read for Unit 2) | Participation in online discussion is expected each week... Reflection Paper #1 (Due 9/16) |
| Sept 17 - Sept 30 | Unit 2 Poverty & Classism - Access issues |
We Can't Teach What We Don't Know-Intro, and Ch.1 - 3 (Read for Unit 3) | Online discussion Outside Event Summary #1 (Due 9/30) |
| Oct 1 - Oct 14 | Unit 3 Racism & Privilege, Social Justice and Advocacy Issues |
We Can't Teach What We Don't Know-Ch. 4-8 (Read for Unit 4) | Online discussion |
| Oct 15 - Oct 28 | Unit 4 Religious diversity, Immigrant Issues, Citizenship, ELL, and Refugee issues; |
Readings as assigned (handouts provided weekend mtg) Collected Wisdom - Intro, Ch. 1-3 (Read for Unit 5) | Online discussion Outside Event Summary #2 (Due 10/28) |
| Oct 29 - Nov 11 | Unit 5 Indigenous citizens, bilingual issues, multicultural education |
Collected Wisdom-Ch 4-7 (Read for Unit 6) | Online discussion Workplace Diversity assessment (Due 11/11) |
| Nov 12 - Nov 25 | Unit 6 Community resources, Mental Health Issues, Families with disabilities |
Readings as assigned (Read for Unit 7) | Online discussion Outside Event Summary #3 |
| Nov 26 - Dec 9 | Unit 7 Grief and Loss in families, GLBT Families, Single Parent families, Grandparenting, Review of Learning... |
online discussion Special Topic Presentation (due 12/9) |
|
| Finals Week | Outside Event Summary #4 (Due 12/16) Reflection Paper #2 (Due 12/16) |
IMPORTANT:
I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION.