EDUC
5340 Syllabus
Interacting
with Diverse Families
(3
Credits)
Spring Semester, 2008
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Class meeting time/Room: |
Thursdays, 6:00-8:45 Montague Hall, 151 |
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Instructor: |
Jacqueline
Onchwari |
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Office & phone: |
120
Montague Hall |
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Office hours: |
Mondays 1:30-3pm |
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e-mail: |
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Class alias: |
educ5340-1-f2006@d.umn.edu |
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Instructor Website |
http://www.d.umn.edu/~jonchwar |
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, families headed by
lesbian/gay parents.
Required Texts / Readings
- Developing
Cross-Cultural Competence: A Guide for Working with Children and Their
Families, Third Edition
Edited by
Eleanor
W. Lynch, Ph.D., & Marci J. Hanson, Ph.D. - Additional
hand-out readings and online reading as assigned
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INTASC Standards/MN Standards of
Effective Practice |
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Conceptual Framework: Learner-Sensitive
Teacher
Course Outcomes:
Course Outcomes
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SEP/INTASC
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BOT ECh Subject Matter stds |
Themes
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Parent Educ Stds of Eff Practice |
Parent
Educ Subject Matter Standard
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ISTE Nat'l Educ Tech Stds
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Evidence of Knowledge |
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1. Candidates will
understand the contributions and lifestyles of the various racial, cultural,
and economic groups in our society, including community and cultural norms,
as well as understanding the effects of culture and ethnicity on family
relationships |
Subp
4, 3(F), 3(E), 3(J) |
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R,E,D, T |
Subp 4, 3(F), 3(H), 3(J), |
Subp 3, A(11), B(11), |
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Activities:
Attend
and participate in dialogue with community resources who
represent a variety of backgrounds, ideologies, family configurations, and
disabilities within the family and discuss and reflect on these awareness in
order to synthesize information regarding personal, family, community and
cultural strengths as positive influences on child and family development.
Discussion and reading of text “Developing Cross Cultural Competence” by
Lynch & Hanson, Chapters 1-12, throughout the semester Assessment:
(1)
Completion of discussion questions in webx throughout the semester (Weeks 3-14)
(2)
Final Synthesis Paper (Final Exam Week) (4)
Attendance and participation at field trips and panel presentations (Weeks
4-14) (5)
Outside Event Summaries (Weeks 5, 8, 12, and 16) |
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2. Candidates will
understand the various family structures, including specific family
situations (single parenting, step parenting, adolescent parenting, adoptive
parenting, and the effects of disabilities on parenting). |
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R,E,D,T,C |
Subp 4, 3(E) |
Subp 3, A(4), B(10), C(4), |
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Activities:
This
particular topic will be the subject of lecture and class discussion, session
#2. In addition, candidates will view a video (Lifetime) entitled, "All
Kinds of Families" Week 15. In additions, candidates will explore and
relate information and research on a particular topic as it relates to
diversity in families in order to analyze the contexts of children's and
parents' lives--personal, familial, community, and cultural. Students will
utilize technology, as appropriate, to gather information, as well as to
present information to colleagues/co-learners. Assessment: (1)
Reflection Paper #1 (Week 2) (2)
Completion of discussion questions in webx (week 3 and 14) (3)
Final Synthesis - Paper #2 (Finals Week) (4)
Special Topic Project and Presentation (Week 15) |
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3. Candidates will
understand the interaction of socioeconomic situations and family dynamics,
as well as the influence of public policies on families and the impact of
work and other external influences on parental behaviors, including knowing
how to deal with dehumanizing biases and discrimination, prejudices, and
institutional and personal racism and sexism. |
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R,D,T,E,C |
Subp 4, 3(D), |
Subp 3, A(12), A(13), B(5) |
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Activities:
Lecture and class discussion around the topic "Why are people
poor". A variety of class exercises will be conducted in which
candidates are expected to work in small groups to complete the activities
and discussion items. In addition, candidates will visit the " Assessment: (1)
Completion of webx discussion questions, specific to the topic of economic
poverty and the impact on families. (weeks 3 & 4) (2)
Final Synthesis - Paper #2 (Finals Week) (3)
Outside Event Summaries (Weeks 5, 8, 12, & 16) |
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4. Candidate will
understand how cultural and gender differences can affect communication in
the classroom, including understanding the power of language for fostering
self-expression, identity development, and learning. Additionally, candidates
will understand the process of second language acquisition and know
strategies for supporting learners whose first language is not English. |
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R,T,E,D |
Subp 4, 3(C) Subp 7, 6(B), 6(E) |
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Activities:
Candidates
will participate in webx discussions related to field trips (i.e.
specifically to the Assessment: (1)
Completion of discussion questions in webx, specifically relating to culture,
gender, language acquisition, and communication in families and in the
classroom. (Weeks 2-14). (2)
Final Synthesis - Paper #2 (Finals Week) |
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
for Early Childhood Studies majors:
- Demonstrate
respect for and positive relationships with families
- Establish
rapport with colleagues
- Demonstrate
positive response to professional responsibilities
- Attendance
and punctuality indicate professional attitude
- Take
initiative in performing expected duties
- Demonstrate
poise and confidence in teaching environments
- 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 discussions with classmates,
attendance at outside events, Internet research, selected readings, and
personal reflection.
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 discussion, group work and other activities. You will be a
critical player in the development of this course. There will be a number
of field trips, videos and guest speakers. These learning opportunities
will not be able to be made up. Missing three class sessions will
result in your earned grade being dropped one full letter grade below your
earned grade. Missing more than four 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. Webx counts as one hour per
week of attendance.
- Assignments: Assignments are due at assigned dates and times.
Due dates are listed on the syllabus. Unless otherwise specified, assignments
may be submitted electronically (email) or paper copy. 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 tests and
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.
- Attendance Exclusion: Students required to attend
district or university events that conflict with class time must present
documented evidence of the meeting/event demonstrating (a) that the
individual is required to attend and (b) the date and specific times
required for attendance. Students will be expected to make arrangements
with the instructor to make up class absences and to turn in work ahead of
time.
- Incompletes: Incompletes will not be given without
extraordinary circumstances and prior discussion and negotiation between
student and instructor.
- Cancellation: If classes are cancelled at UMD because of
inclement weather or other emergency, contact the instructor (or check
email) within 24 hours to find out the status of assignments.
- Missed Class: Arrange with a peer to collect handouts for you
and to bring you up to date on class assignments/activities. Please do not
wait until the next class period.
- Email:Please
check your UMD email account regularly in order to receive any class
announcements/clarifications.
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. You will be expected to
synthesize the information from readings, videos, observations, lectures,
speakers, and class discussions in the assignments you complete.
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Item |
Qty |
Points |
Total |
%of Grade |
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1 |
60 |
60 |
6% |
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|
1 |
200 |
200 |
20% |
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|
1 |
250 |
250 |
25% |
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4 |
50 |
200 |
20% |
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1 |
50 |
50 |
5% |
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12 |
20 |
240 |
24% |
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Total |
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1000 |
100% |
Grading:
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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 |
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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. |
Class Schedule:
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Date |
Topic |
Read for these week |
Assignment due |
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Week 1 01/24/08 |
Introduction - Course overview - Families & Diversity |
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Week 2 01/31/08 |
Diverse families in Culture shock |
Ch
1 Developing Cross Cultural Competence |
Reflection paper #1 Webx # 1 |
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Week 3 02/0708 |
“Why are people poor” |
A
Framework for Understanding Poverty ( Ch
2 Developing Cross Cultural Competence |
Begin working on webquest-virtual field trips webx # 2 |
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Week 4 02/14/08 |
Beliefs & behaviors |
Ch 3 Developing Cross
Cultural Competence |
Webquest (cont) WebX # 3 |
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Week 5 02/21/08 |
Field Trip |
Ch 4 Developing Cross Cultural Competence |
Outside Event #1 WebX # 4 Webquest (cont) |
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Week 6 02/28/08 |
Conference |
Ch 5 Developing Cross
Cultural Competence |
Webquest (cont) WebX # 5 |
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Week 7 03/6/08 |
Field Trip |
Ch 6 Developing Cross
Cultural Competence |
Webx # 6 Webquest (cont) |
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Week 8 03/13/08 |
Field Trip |
Ch
7 Developing Cross Cultural Competence |
Outside Event #2 WEbX # 7 Webquest DUE March 9th |
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Week 9 03/20/08 |
Spring Break |
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Week 10 03/27/08 |
In Class Activities and
Video Re: Immigrant Issues, Citizenship, ELL, and Refugee issues |
Ch 8 Developing Cross
Cultural Competence |
Rationale/plan for special project Webx # 8 |
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Week 11 04/3/08 |
Field trip |
Ch
9 Developing Cross Cultural Competence |
Webx # 9 |
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Week 12 04/10/08 |
Class Activities; AIDS
Sensitivity and Awareness, Gay Marriage Issues, Video |
Ch
10 Developing Cross Cultural Competence |
Webx # 10 Outside Event #3 |
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Week 13 04/17/08 |
Field Trip |
Ch 11 Developing Cross
Cultural Competence |
Webx 11 |
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Week 14 04/24/08 |
In Class - Rainbow Families
Panel-Lesbian Headed Families |
Ch 12Developing Cross
Cultural Competence |
Webx 12 |
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Week 15 05/01/08 |
Video "All Kinds of
Families" |
Ch 13 Developing
Cross Cultural Competence Assigned readings/handouts |
Special Topic Presentations |
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05/08/08 |
Special
Topic Presentations Ethnic
Potluck Review
of Learning |
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Special Topic Presentations (cont) Outside Event #4 |
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Final |
There
is no final exam for this class |
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Final presentations |