URBANIZATION & COMMUNITY Sociology 420 M/W 10:00 a.m. 11:50 a.m. SRTC 162
|
|
- Andrew Goodman
- 6 years ago
- Views:
Transcription
1 URBANIZATION & COMMUNITY Sociology 420 M/W 10:00 a.m. 11:50 a.m. SRTC 162 Instructor: Office: Office hours: TA: Office: Office Hours: Professor Alex Stepick 217J Cramer Hall Monday and Wednesday after class Shah Smith SOC 217X Monday 4pm-5pm COURSE DESCRIPTION Urbanization & Community is an introduction to the study of urban sociology and urban America, focusing on postwar urban America. We will study suburbanization, segregation, urban development, urban growth and change, gentrification and displacement, and urban organizations. Throughout the term we will use the political economy approach, highlighting the importance of political and economic institutions on the lives of neighborhood residents. Students will complete a final project applying urban sociology literature from course readings. This project will focus on a specific issue area in urban sociology and its manifestation in a particular area of Portland during a bounded time period. Given the importance of this project, students should only take this course if they are willing and able to conduct this research, including direct observation in and around specific Portland neighborhoods. Some of the benefits of taking this course include: We will read engaging scholarship about life in urban America. We will discuss topics that are likely to be relevant and compelling to your life. There will be many opportunities to exchange ideas in class. You will learn how to research urban issues and neighborhoods using qualitative and quantitative data. RESOURCES For help with D2L, contact PSU s Office of Information Technology (OIT) Help Desk, located in the basement of Smith Memorial Union: help@pdx.edu, HELP (4357) 1
2 COURSE REQUIREMENTS & MAJOR CLASS ACTIVITIES Attendance and Participation (20%) Class attendance is essential to your successful completion of this course. Please only take this course if you are willing and able to attend class. Participation in class activities and group discussion is expected from all students. Please come to class ready to listen, reflect, and participate. There will be plenty of opportunities to speak in small groups and in the large group. o Another key component of your participation and grade is the online and in class discussion. o In participation, listening and being able to synthesize and form a thoughtful response (not just making sure you talk) is critically important. As some people say, 'throw glitter not shade.' In other words, try your best to add something to the discussion. If you criticize someone, make sure it is constructive criticism, how something might be rephrased to be clearer or to add nuance. Additionally, be sure to step up if you don t generally speak up, and step to the side if you find yourself often participating so that you make space for others to contribute. Technology Policy: Tablets and laptops are permitted for note-taking during lectures, but if your technology becomes disruptive to the class you will lose that privilege in order for all of us to better focus on course-related topics. Readings & Reflections (35%) Weekly readings will be available in the course content section on D2L. To maximize learning students must complete the assigned readings before class time and be ready to discuss them. Weekly writing assignments are designed to ensure this by asking you to reflect on and answer questions about the assigned readings prior to the start of class. In addition to facilitating participation, many of these assignments will directly relate to your neighborhood research project (see below). Each week, writing prompts will be posted to the discussion section of D2L pertaining to the following week s readings. Reflections should be posted by no later than 7 am before class each Monday (except in the first week of the term and finals week). Bring a copy of your answers to class for your reference during group discussion. o It is best to bring at least two readings into conversation with one another. This can be accomplished in several ways. For example: Ask how one author's conceptual categories could be applied (or not) to another author's empirical findings. You can then reflect on how this may be applicable to the data you are collecting for your final project on Portland. Relate the current week s readings to those of the previous weeks: How do the analytical and methodological approaches differ? What is added by the approaches in the current week s readings? What is missing/could be 2
3 added to strengthen the argument? How do the current week s readings extend our understanding of urban sociology? o Please avoid summarizing the readings and please avoid simply stating if you liked/didn t like a piece, though if you have strong feelings on a reading that is welcome so long as you connect it to your argument. Group discussions will be facilitated by students. Each week I will ask for student volunteers to lead the discussion for the following week. The volunteers will be expected to come to class with questions ready for the entire class to discuss. In introducing or prompting a discussion, volunteers will be expected to refer to specific statements that other students made in their reflections. For example, In talking about segregation, I saw that Jean said in her reflection that legal segregation is different from informal segregation. How is it different? And, volunteers will make every effort to be inclusive so that everyone in the class participates. Please read other students D2L discussion posts prior to class time as preparation for lecture and discussion. You are encouraged to post comments and provide feedback to other students posts but it is not strictly required. Any such participation in D2L discussions will be considered in the assessment of your overall class participation.] Student led discussions will take place on Wednesdays after the posting of reflections on Monday. Since it is vital that you complete the readings (and reflect on them) before class, no late reflection posts will be accepted. However, your two lowest scores will be dropped; it is recommended that you save these two drops for emergencies. See below for an example of a well-written reflection and guidance on how to provide feedback to others postings. Final Research Project and Evaluations (45% Total: 10% Proposal+10% Oral Presentation+25% Final Project Paper) Students will be assigned in groups to an urban issue area and collect empirical research pertaining to that issue area in Portland throughout the course, connecting their findings to relevant readings in urban sociology. Though there is likely to be considerable overlap, issue areas could include: o Housing o Racial and Ethnic Segregation o Ethnic Enclaves o Industrialization/Deindustrialization o Gentrification o Environmental Justice o Civic Engagement/Community Organizing Though each issue area is broad, students are encouraged to develop a more narrowly focused research question relevant to urban sociology readings, and focusing on their issue in a particular Portland neighborhood during a bounded time period. Each student will complete their own final project but they will collect data collaboratively and discuss their urban issue area with other small-group members. See details at the end of this syllabus. Also, an example of an excellent final project is posted 3
4 on D2L. Students will list their urban issue area preferences and the instructor will try to accommodate them. Students will submit a 1-2 page single spaced proposal for their final project. This should include a detailed description of the research question to be addressed, methods and data to be used, and at least 2 readings from class that will be relevant to the final project. o Students are encouraged to meet with the professor to discuss the development of their project. Students will also do oral presentations during week 10. Grading Attendance and Active Participation: 20% Weekly Reflections: 35% Final Project Proposal: Final Project Oral Presentation: Final Project Final Paper: 10% 10% 25% 4
5 Final Project Issue Area Groups: In a group of 4, you will research an issue area in urban sociology, documenting how it relates to relevant readings in urban sociology in a particular area of Portland during a particular time period. You will collaborate with other students in collecting data and discussing the issue. However, each student will complete their own final project. Your project will be roughly pages long, double spaced. More details will be provided throughout the course. Focus of Issue Area: Each member of your issue area group will choose a specific dimension, or time and place, to collect data about your issue. You will compile data tables on this issue individually and share them with your group, but each student will complete their own analyses of this data. Going the Extra Mile: Besides incorporating ideas from course readings, movies, lectures, and other necessary neighborhood information (which will be detailed throughout the term), here are some ideas for additional data to make your neighborhood project dynamic: Supplemental Information: newspaper articles and other secondary materials. Interviews: You can ask residents and/or key stakeholders about your issue area. Warning: Regardless of what you do or do not include from the ideas above, all students projects must incorporate ideas from the course readings, movies, and lectures into your paper, citing references when appropriate. Identify which of the course s main concepts are most applicable to your issue area, and incorporate them into your analysis. 5
6 SAMPLE RESPONSE IN WEEKLY REFLECTION: Black on the Block: The Politics of Race and Class in the City by Mary Pattillo Reflection Mary Pattillo s (2007) Black on the Block provides a thorough analysis of race and class through a historical and ethnographic analysis of the gentrification and politics in the black neighborhood of North Kenwood- Oakland. The book extends sociological theory of the growth machine by bringing the analysis of politics of power to the local level and examining how it is raced and classed, producing exclusionary processes and outcomes that benefit capital. She emphasizes the role of middle-class blacks, who play the role of middlemen in translating and mediating between the majority-white powers of the city and capital and black lower-income residents. Pattillo s discussion of middlemen and how they simultaneously participate in the growth machine and engage in various practices they perceive to be in racial solidarity and part of a project of racial uplift highlights the tensions inherent in race and class intersections and how capitalism and class stratification constrains racial solidarity. This theme, of neoliberal capitalism constraining the tools available to black middle-class blacks, relates to foundational sociological scholars. In The Housing Question Friedrich Engels (1872) argues that homeownership de-radicalizes workers as they come to share interests with small capitalists over those of the proletariat. Pattillo complicates this argument by demonstrating how black middle-class homeowners continue to share interests and identities with lower-income black residents. This also challenges Wilson s implication that the black middle-class completely abandoned poor black neighborhoods. Not only are black professionals returning to North Kenwood- Oakland, but many had maintained extensive ties in lower-income neighborhoods and much of their civic engagement is shaped by their extensive experiences in poor black neighborhoods including in public housing projects and under-resourced schools. The richness of Pattillo s data and analysis allows for a nuanced narrative in which racial solidarity and an ongoing project of constructing the black community through engagement is ongoing while at the same time revealing how power functions in urban development. Pattillo extends Drake and Cayton s (1945) analysis of boundary making by examining how middle-class blacks translate capital to power (Pattillo 2007, 225) and how capitalism and class interests constrain their actions. While this may seem deterministic, the agency of the actors involved in these high stakes negotiations is always apparent. Much of Pattillo s data comes from participant observation in contentious meetings in which residents organize and actively demand that their voices be heard. From this data she is able to analyze how exclusion happens through institutional settings and the micro-practices that result. Much of her analysis then centers on the distinction between intentions and outcomes, as good intentions are meaningful only in a limited way when larger forces structure the outcomes. This is most apparent in her discussion of the turning point where lower-income residents become the targets of gentrification s discipline instead of its beneficiaries. This is due to how gentrification is driven by a capitalist logic that empowers those with greater capital (in this case multiple forms of capital) and allows them to define who and what is undesirable and to discipline and control, or even displace those with less capital. Research building off of this work should examine how capital is translated into power. Specifically it should explore how the growth machine is centered on a politics of expertise that is a raced and classed project such that civic engagement with the growth machine is constrained by the interests of capital and moves increasingly away from racial justice and towards color-blind, neoliberal choices. This should be done in a systematic and datarich way as Pattillo did when she, for example, demonstrated how the Gautreaux case shifted from being explicitly focused on racial desegregation to one focused on class that was ostensibly color-blind in practice, supporting the middle-class and neoliberal prioritization of mixed-income development. [This write-up is strong because it (a) has accurate and complete information, (b) starts by providing correct general answers, (c) then supports the general answers with some examples, (d) it puts this reading into context of other readings, and (e) is well written.] ASSESSMENT OF FEEDBACK ON A PEER S POSTING (for participation credit): 6
7 Inferior: The peer either simply endorses or disagrees with the posting, or focuses on editing errors/skills as opposed to looking at the structure and content of the posting. Constructive questioning or feedback to the writer is non-existent. Acceptable: The peer may point to editing errors when they are repetitious or distracting, but the primary feedback focuses on ideas, concepts, and structure of the argument. Superior Feedback: The peer asks thought-provoking why/how questions to get the writer to push their analysis or argument further. The peer gives suggestions about where to go for more information and offers helpful feedback in how to make the argument stronger. 7
Syllabus for Sociology 423/American Culture 421- Social Stratification
Syllabus for Sociology 423/American Culture 421- Social Stratification Instructor Kerry Ard Email kerryjoy@umich.edu Office LSA 4225 Office Hours Tuesdays 2:30pm-3:30pm Course Description Human beings
More informationNational Survey of Student Engagement (NSSE) Temple University 2016 Results
Introduction The National Survey of Student Engagement (NSSE) is administered by hundreds of colleges and universities every year (560 in 2016), and is designed to measure the amount of time and effort
More informationSociology. M.A. Sociology. About the Program. Academic Regulations. M.A. Sociology with Concentration in Quantitative Methodology.
Sociology M.A. Sociology M.A. Sociology with Concentration in Quantitative Methodology M.A. Sociology with Specialization in African M.A. Sociology with Specialization in Digital Humanities Ph.D. Sociology
More informationSTUDENT LEARNING ASSESSMENT REPORT
STUDENT LEARNING ASSESSMENT REPORT PROGRAM: Sociology SUBMITTED BY: Janine DeWitt DATE: August 2016 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: The
More informationUC San Diego - WASC Exhibit 7.1 Inventory of Educational Effectiveness Indicators
What are these? Formal Skills A two-course requirement including any lower-division calculus, symbolic logic, computer programming and/or statistics from the following list: MATH 3C, 4C, 10A or 20A; 10B
More informationPractices Worthy of Attention Step Up to High School Chicago Public Schools Chicago, Illinois
Step Up to High School Chicago Public Schools Chicago, Illinois Summary of the Practice. Step Up to High School is a four-week transitional summer program for incoming ninth-graders in Chicago Public Schools.
More informationAPPLIED RURAL SOCIOLOGY SOC 474 COURSE SYLLABUS SPRING 2006
Course Information: APPLIED RURAL SOCIOLOGY SOC 474 COURSE SYLLABUS SPRING 2006 Meeting Place: 206 Kethley Hall Meeting Times: Monday, 6:00 8:00 pm Instructor: Dr. Alan Barton Office: 201F Kethley Telephone:
More informationPolitics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More informationScoring Guide for Candidates For retake candidates who began the Certification process in and earlier.
Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your
More informationSOC 1500 (Introduction to Rural Sociology)
SOC 1500 (Introduction to Rural Sociology) Course Description As an introduction to rural sociology and development, this course will suvey contemporary issues in rural society throughout the world, paying
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationAssessment System for M.S. in Health Professions Education (rev. 4/2011)
Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions
More informationRyerson University Sociology SOC 483: Advanced Research and Statistics
Ryerson University Sociology SOC 483: Advanced Research and Statistics Prerequisites: SOC 481 Instructor: Paul S. Moore E-mail: psmoore@ryerson.ca Office: Sociology Department Jorgenson JOR 306 Phone:
More informationThe number of involuntary part-time workers,
University of New Hampshire Carsey School of Public Policy CARSEY RESEARCH National Issue Brief #116 Spring 2017 Involuntary Part-Time Employment A Slow and Uneven Economic Recovery Rebecca Glauber The
More informationInnovating Toward a Vibrant Learning Ecosystem:
KnowledgeWorks Forecast 3.0 Innovating Toward a Vibrant Learning Ecosystem: Ten Pathways for Transforming Learning Katherine Prince Senior Director, Strategic Foresight, KnowledgeWorks KnowledgeWorks Forecast
More informationWORK OF LEADERS GROUP REPORT
WORK OF LEADERS GROUP REPORT ASSESSMENT TO ACTION. Sample Report (9 People) Thursday, February 0, 016 This report is provided by: Your Company 13 Main Street Smithtown, MN 531 www.yourcompany.com INTRODUCTION
More informationLEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A
Contact Info: Email: lhubbard@sandiego.edu LEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A Phone: 619-260-7818 (office) 760-943-0412 (home) Office Hours: Tuesday- Thursday
More informationHigher education is becoming a major driver of economic competitiveness
Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationCarolina Course Evaluation Item Bank Last Revised Fall 2009
Carolina Course Evaluation Item Bank Last Revised Fall 2009 Items Appearing on the Standard Carolina Course Evaluation Instrument Core Items Instructor and Course Characteristics Results are intended for
More informationTentative School Practicum/Internship Guide Subject to Change
04/2017 1 Tentative School Practicum/Internship Guide Subject to Change Practicum and Internship Packet For Students, Interns, and Site Supervisors COUN 6290 School Counseling Practicum And COUN 6291 School
More informationSociological Theory Fall The philosophers have only interpreted the world, in various ways; the point is to change it.
Sociological Theory Fall 2011 Instructor: Office: Office Hours: Office Phone: Email: The philosophers have only interpreted the world, in various ways; the point is to change it. Paul Prew AH 113 Tuesday
More informationOakland Schools Response to Critics of the Common Core Standards for English Language Arts and Literacy Are These High Quality Standards?
If we want uncommon learning for our children in a time of common standards, we must be willing to lower the voices of discontent that threaten to overpower a teaching force who is learning a precise,
More informationINTRODUCTION TO SOCIOLOGY SOCY 1001, Spring Semester 2013
INTRODUCTION TO SOCIOLOGY SOCY 1001, Spring Semester 2013 Professor: Lori M. Hunter, Ph.D. Contact: Lori.Hunter@colorado.edu, 303-492-5850 Background: http://www.colorado.edu/ibs/es/hunterl/ Office Hours:
More informationBachelor of Arts in Gender, Sexuality, and Women's Studies
Bachelor of Arts in Gender, Sexuality, and Women's Studies 1 Bachelor of Arts in Gender, Sexuality, and Women's Studies Summary of Degree Requirements University Requirements: MATH 0701 (4 s.h.) and/or
More informationDepartment of Geography Bachelor of Arts in Geography Plan for Assessment of Student Learning Outcomes The University of New Mexico
Department of Geography Bachelor of Arts in Geography Plan for Assessment of Student Learning Outcomes The University of New Mexico A. College, Department and Date 1. College: College of Arts & Sciences
More informationIntroduction to Sociology SOCI 1101 (CRN 30025) Spring 2015
Introduction to Sociology SOCI 1101 (CRN 30025) Spring 2015 INSTRUCTOR: CLASS LOCATION: Dr. Jewrell Rivers Room 126, Bowen Hall CLASS DAYS/TIMES: Monday, Wednesday, Friday, 10:00-10:50 OFFICE LOCATION:
More informationEMAES THE EXECUTIVE MASTER S PROGRAMME IN EUROPEAN STUDIES, 60 HP
EMAES THE EXECUTIVE MASTER S PROGRAMME IN EUROPEAN STUDIES, 60 HP Facing Europe s challenges Energy, migration, employment, sustainable development, cultural differences and security are examples of key
More informationCOURSE WEBSITE:
Intro to Financial Accounting Spring 2012 Instructor 2: Jacqueline R. Conrecode, MBA, MS, CPA Office Hours: Mondays & Wednesdays: 11:00 12:15 PM, 3:30 4:45PM Office: Lutgert Hall 3333 Office Phone: 239
More informationTU-E2090 Research Assignment in Operations Management and Services
Aalto University School of Science Operations and Service Management TU-E2090 Research Assignment in Operations Management and Services Version 2016-08-29 COURSE INSTRUCTOR: OFFICE HOURS: CONTACT: Saara
More informationGRADUATE CURRICULUM REVIEW REPORT
UATE CURRICULUM REVIEW REPORT OCTOBER 2014 Graduate Review Committee: Beverly J. Irby, Chair; Luis Ponjuan, Associate Professor, and Lisa Baumgartner, Associate Professor (First Draft Submission- June,
More informationIDS 240 Interdisciplinary Research Methods
IDS 240 Interdisciplinary Research Methods Course Description IDS 240 provides students with the tools they will need to approach a research topic from an interdisciplinary perspective. This course teaches
More informationMaster s Programme in European Studies
Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and
More informationEXECUTIVE SUMMARY. Online courses for credit recovery in high schools: Effectiveness and promising practices. April 2017
EXECUTIVE SUMMARY Online courses for credit recovery in high schools: Effectiveness and promising practices April 2017 Prepared for the Nellie Mae Education Foundation by the UMass Donahue Institute 1
More informationInternational Environmental Policy Spring :374:315:01 Tuesdays, 10:55 am to 1:55 pm, Blake 131
International Environmental Policy Spring 2012-11:374:315:01 Tuesdays, 10:55 am to 1:55 pm, Blake 131 Instructor: Dr. Pamela McElwee Assistant Professor, Department of Human Ecology Cook Office Building,
More informationStrategic Plan SJI Strategic Plan 2016.indd 1 4/14/16 9:43 AM
Strategic Plan SJI Strategic Plan 2016.indd 1 Plan Process The Social Justice Institute held a retreat in December 2014, guided by Starfish Practice. Starfish Practice used an Appreciative Inquiry approach
More informationLike much of the country, Detroit suffered significant job losses during the Great Recession.
36 37 POPULATION TRENDS Economy ECONOMY Like much of the country, suffered significant job losses during the Great Recession. Since bottoming out in the first quarter of 2010, however, the city has seen
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationDenver Public Schools
2017 Candidate Surveys Denver Public Schools Denver School Board District 4: Northeast DPS District 4 - Introduction School board elections offer community members the opportunity to reflect on the state
More information- COURSE DESCRIPTIONS - (*From Online Graduate Catalog )
DEPARTMENT OF COUNSELOR EDUCATION AND FAMILY STUDIES PH.D. COUNSELOR EDUCATION & SUPERVISION - COURSE DESCRIPTIONS - (*From Online Graduate Catalog 2015-2016) 2015-2016 Page 1 of 5 PH.D. COUNSELOR EDUCATION
More informationUNITED STATES SOCIAL HISTORY: CULTURAL PLURALISM IN AMERICA El Camino College - History 32 Spring 2009 Dr. Christina Gold
UNITED STATES SOCIAL HISTORY: CULTURAL PLURALISM IN AMERICA El Camino College - History 32 Spring 2009 Dr. Christina Gold Class: MW 1:00-2:25 SOCS 207 Section 2394 Office: 202G Social Sciences Building
More informationImproving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Held in Brasilia
Image: Brett Jordan Report Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Thursday 17 Friday 18 November 2016 WP1492 Held in
More informationFears and Phobias Unit Plan
Fears and Phobias Unit Plan A. What will students produce? Students will ultimately write an argumentative essay in which they analyze the pros and cons of fear. They will use evidence from several texts
More informationProgram Guidebook. Endorsement Preparation Program, Educational Leadership
Program Guidebook Endorsement Preparation Program, Educational Leadership The Endorsement Preparation Program in Educational Leadership is a competency-based degree program that prepares students at the
More informationInquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving
Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Minha R. Ha York University minhareo@yorku.ca Shinya Nagasaki McMaster University nagasas@mcmaster.ca Justin Riddoch
More informationKey concepts for the insider-researcher
02-Costley-3998-CH-01:Costley -3998- CH 01 07/01/2010 11:09 AM Page 1 1 Key concepts for the insider-researcher Key points A most important aspect of work based research is the researcher s situatedness
More informationExecutive Summary. Abraxas Naperville Bridge. Eileen Roberts, Program Manager th St Woodridge, IL
Eileen Roberts, Program Manager 2221 64th St Woodridge, IL 60517-2180 Document Generated On January 18, 2017 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements
More informationUHD Student Support Resources
UHD Student Support Resources Math & Stats Center (N925): The Math Center is staffed with mathematics faculty and student assistants, and offers tutoring, calculators, computer access, and other types
More informationMASTER OF ARTS IN APPLIED SOCIOLOGY. Thesis Option
MASTER OF ARTS IN APPLIED SOCIOLOGY Thesis Option As part of your degree requirements, you will need to complete either an internship or a thesis. In selecting an option, you should evaluate your career
More informationGlobal Seminar Quito, Ecuador Language, Culture & Child Development. EDS 115 GS Cognitive Development & Education Summer Session I, 2016
Global Seminar Quito, Ecuador Language, Culture & Child Development EDS 115 GS Cognitive Development & Education Summer Session I, 2016 Professor: Alison Wishard Guerra, Ph.D. (Education Studies) UCSD
More informationINTRODUCTION TO CULTURAL ANTHROPOLOGY ANT 2410 FALL 2015
INTRODUCTION TO CULTURAL ANTHROPOLOGY ANT 2410 FALL 2015 Meeting Times: Monday, Wednesday and Friday 1:55-2:45 (Period 7) Turlington, Room L005 Instructor: John Hames Office: Turlington B346 E-mail: johnjhames@ufl.edu
More informationNATIONAL SURVEY OF STUDENT ENGAGEMENT
NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE 2004 Results) Perspectives from USM First-Year and Senior Students Office of Academic Assessment University of Southern Maine Portland Campus 780-4383 Fall 2004
More informationUEP 251: Economics for Planning and Policy Analysis Spring 2015
UEP 251: Economics for Planning and Policy Analysis Spring 2015 Instructors Mary Davis Urban and Environmental Policy and Planning Office location: 72 Professor s Row mary.davis@tufts.edu; 617-627-4719
More informationFinal Teach For America Interim Certification Program
Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA
More informationPublic School Choice DRAFT
Public School Choice DRAFT Why Public School Choice? The educational ecosystem continues to see different types of schools and instructional choices being offered by private schools, charter organizations,
More informationFrom Access to Inclusion: Approaches to Building Institutional Capacities for Inclusive Pedagogy
From Access to Inclusion: Approaches to Building Institutional Capacities for Inclusive Pedagogy Abu Rizvi Provost and Professor of Economics Lafayette College Chad Berry Academic VP, Dean of the Faculty,
More informationInstructor Experience and Qualifications Professor of Business at NDNU; Over twenty-five years of experience in teaching undergraduate students.
BUS 2116W.01 (Economic Development of Less Developed Countries) Spring 2016 TR 2 p.m. - 3:15 pm Course Start Date: 01/14/2016 Pre-requisites: None Instructor: Sujata Verma, Ph. D. Office: Room 18, Cuvilly
More informationExecutive Summary: Tutor-facilitated Digital Literacy Acquisition
Portland State University PDXScholar Presentations and Publications Tutor-Facilitated Digital Literacy Acquisition in Hard-to-Serve Populations: A Research Project 2015 Executive Summary: Tutor-facilitated
More informationEarly Warning System Implementation Guide
Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System
More informationHarvesting the Wisdom of Coalitions
Harvesting the Wisdom of Coalitions Understanding Collaboration and Innovation in the Coalition Context February 2015 Prepared by: Juliana Ramirez and Samantha Berger Executive Summary In the context of
More informationCREATING SAFE AND INCLUSIVE SCHOOLS: A FRAMEWORK FOR SELF-ASSESSMENT. Created by: Great Lakes Equity Center
CREATING SAFE AND INCLUSIVE SCHOOLS: A FRAMEWORK FOR SELF-ASSESSMENT Created by: Great Lakes Equity Center May 2015 About Great Lakes Equity Center Great Lakes Equity Center is one of ten regional Equity
More informationWelcome to WRT 104 Writing to Inform and Explain Tues 11:00 12:15 and ONLINE Swan 305
Associate Professor Libby Miles, PhD Office = Roosevelt 336 lmiles@uri.edu (questions only, no submissions) Office hours this spring = Tuesdays 12:30 2:00 and Wednesdays 10:30 11:30 Department of Writing
More informationSchool Leadership Rubrics
School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric
More informationUniversity of Toronto Mississauga Degree Level Expectations. Preamble
University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of
More informationRed Flags of Conflict
CONFLICT MANAGEMENT Introduction Webster s Dictionary defines conflict as a battle, contest of opposing forces, discord, antagonism existing between primitive desires, instincts and moral, religious, or
More informationBUS 4040, Communication Skills for Leaders Course Syllabus. Course Description. Course Textbook. Course Learning Outcomes. Credits. Academic Integrity
BUS 4040, Communication Skills for Leaders Course Syllabus Course Description Review of the importance of professionalism in all types of communications. This course provides you with the opportunity to
More informationExecutive Summary. Colegio Catolico Notre Dame, Corp. Mr. Jose Grillo, Principal PO Box 937 Caguas, PR 00725
Mr. Jose Grillo, Principal PO Box 937 Caguas, PR 00725 Document Generated On December 9, 2015 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements and Areas
More informationEvaluation of Grassroots Volunteer Leadership Development Training Conducted by Points of Light Foundation
Evaluation of Grassroots Volunteer Leadership Development Training 2003-2004 Conducted by Points of Light Foundation Evaluation of Grassroots Volunteer Leadership Development Training 2003-2004 Conducted
More information8. Prerequisites, corequisites (If applicable) Prerequisites: ACCTG 1 (Financial Accounting) ACCTG 168 (Tax Accounting)
PROPOSAL TO MAKE VOLUNTEER INCOME TAX ASSISTANCE (VITA) A PERMANENT COURSE DEPARTMENT OF ACCOUNTING SCHOOL OF ECONOMICS AND BUSINESS ADMINISTRATION SAINT MARY S COLLEGE OF CALIFORNIA 1. List School, Department,
More informationSocial Justice Practicum (SJP) Description
Social Justice Practicum (SJP) Description The Social Justice Practicum (SJP) is a first-year, non-clinical and non-discipline specific experiential practicum that occurs during the Fall and Spring Terms.
More informationSocial Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth
SCOPE ~ Executive Summary Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth By MarYam G. Hamedani and Linda Darling-Hammond About This Series Findings
More information1GOOD LEADERSHIP IS IMPORTANT. Principal Effectiveness and Leadership in an Era of Accountability: What Research Says
B R I E F 8 APRIL 2010 Principal Effectiveness and Leadership in an Era of Accountability: What Research Says J e n n i f e r K i n g R i c e For decades, principals have been recognized as important contributors
More informationTitle Columbus State Community College's Master Planning Project (Phases III and IV) Status COMPLETED
The Higher Learning Commission Action Project Directory Columbus State Community College Project Details Title Columbus State Community College's Master Planning Project (Phases III and IV) Status COMPLETED
More informationuniversity of wisconsin MILWAUKEE Master Plan Report
university of wisconsin MILWAUKEE Master Plan Report 2010 introduction CUNNINGHAM 18 INTRODUCTION EMS CHEMISTRY LAPHAM 19 INTRODCUCTION introduction The University of Wisconsin-Milwaukee (UWM) is continually
More informationSemester: One. Study Hours: 44 contact/130 independent BSU Credits: 20 ECTS: 10
BATH SPA UNIVERSITY Erasmus, exchange & study abroad MODULE CATALOGUE education: semester 1 Modules at Bath Spa University are usually worth either 10, 20 or 40 credits. If you are using the European Credit
More informationUK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions
UK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions November 2012 The National Survey of Student Engagement (NSSE) has
More informationTutoring First-Year Writing Students at UNM
Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students
More informationUrban Analysis Exercise: GIS, Residential Development and Service Availability in Hillsborough County, Florida
UNIVERSITY OF NORTH TEXAS Department of Geography GEOG 3100: US and Canada Cities, Economies, and Sustainability Urban Analysis Exercise: GIS, Residential Development and Service Availability in Hillsborough
More informationWest s Paralegal Today The Legal Team at Work Third Edition
Study Guide to accompany West s Paralegal Today The Legal Team at Work Third Edition Roger LeRoy Miller Institute for University Studies Mary Meinzinger Urisko Madonna University Prepared by Bradene L.
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationSaint Louis University Program Assessment Plan. Program Learning Outcomes Curriculum Mapping Assessment Methods Use of Assessment Data
Saint Louis University Program Assessment Plan Program (Major, Minor, Core): Sociology Department: Anthropology & Sociology College/School: College of Arts & Sciences Person(s) Responsible for Implementing
More informationABET Criteria for Accrediting Computer Science Programs
ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common
More informationREQUEST FOR PROPOSALS SUPERINTENDENT SEARCH CONSULTANT
REQUEST FOR PROPOSALS SUPERINTENDENT SEARCH CONSULTANT Saint Paul Public Schools Independent School District # 625 360 Colborne Street Saint Paul MN 55102-3299 RFP Superintendent Search Consultant, St.
More informationSYD 4700: Race and Minority Group Relations
SYD 4700: Race and Minority Group Relations Section 01: Tuesday, Thursday 11:00 12:15 p.m., HCB 210 Instructor: Dr. Kathryn Harker Tillman Office: Bellamy 612 Office Hours: 12:30 1:30 p.m. Tuesday, and
More informationExecutive Summary. Sidney Lanier Senior High School
Montgomery County Board of Education Dr. Antonio Williams, Principal 1756 South Court Street Montgomery, AL 36104 Document Generated On October 7, 2015 TABLE OF CONTENTS Introduction 1 Description of the
More informationCommunity Rhythms. Purpose/Overview NOTES. To understand the stages of community life and the strategic implications for moving communities
community rhythms Community Rhythms Purpose/Overview To understand the stages of community life and the strategic implications for moving communities forward. NOTES 5.2 #librariestransform Community Rhythms
More informationIntegrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes
Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Linda Taylor, CASAS ltaylor@casas.or Susana van Bezooijen, CASAS svanb@casas.org CASAS and
More informationTHE CONSENSUS PROCESS
THE CONSENSUS PROCESS OR CREATIVE JOINT PROBLEM SOLVING Consensus: Collective opinion or agreement, harmony, cooperation, sympathy and group solidarity. Advantages of Using a Consensus Process 1. Education
More informationDEPARTMENT OF FINANCE AND ECONOMICS
Department of Finance and Economics 1 DEPARTMENT OF FINANCE AND ECONOMICS McCoy Hall Room 504 T: 512.245.2547 F: 512.245.3089 www.fin-eco.mccoy.txstate.edu (http://www.fin-eco.mccoy.txstate.edu) The mission
More informationEffective practices of peer mentors in an undergraduate writing intensive course
Effective practices of peer mentors in an undergraduate writing intensive course April G. Douglass and Dennie L. Smith * Department of Teaching, Learning, and Culture, Texas A&M University This article
More informationMapping the Assets of Your Community:
Mapping the Assets of Your Community: A Key component for Building Local Capacity Objectives 1. To compare and contrast the needs assessment and community asset mapping approaches for addressing local
More informationUniversity of Massachusetts Lowell Graduate School of Education Program Evaluation Spring Online
University of Massachusetts Lowell Graduate School of Education Program Evaluation 07.642 Spring 2014 - Online Instructor: Ellen J. OʼBrien, Ed.D. Phone: 413.441.2455 (cell), 978.934.1943 (office) Email:
More informationExecutive Summary. Walker County Board of Education. Dr. Jason Adkins, Superintendent 1710 Alabama Avenue Jasper, AL 35501
Dr. Jason Adkins, Superintendent 1710 Alabama Avenue Jasper, AL 35501 Document Generated On November 3, 2016 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable
More informationTradeshow 102: Attracting Visitors. Dr. Amy Brown Wednesday, January 27, 2016
Tradeshow 102: Attracting Visitors Dr. Amy Brown Wednesday, January 27, 2016 This is more than just a beautiful pen. Overview Review: Preparation and goals Attracting visitors Principles of engagement
More informationDOCENT VOLUNTEER EDUCATOR APPLICATION Winter Application Deadline: April 15, 2013
DOCENT VOLUNTEER EDUCATOR APPLICATION Winter 2013 Application Deadline: April 15, 2013 We appreciate your interest in the VBMA Docent Program! Last year docents provided more than 5,700 volunteer hours,
More informationOffice Location: LOCATION: BS 217 COURSE REFERENCE NUMBER: 93000
Faculty: Office Location: E-mail: OFFICE HOURS: CLASS TIMES: SOC 102 Social Problems Baseemah Bashir MA, MBTI, SPHR LA Bldg (West Windsor Campus), Room bashirb@mccc.edu and- baseemah.bashir@gmail.com Tuesdays
More informationA Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners
A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners About Our Approach At Pivot Learning Partners (PLP), we help school districts build the systems, structures, and processes
More informationCleveland State University Introduction to University Life Course Syllabus Fall ASC 101 Section:
Cleveland State University Introduction to University Life Course Syllabus Fall 2016 - ASC 101 Section: Day: Time: Location: Office Hours: By Appointment Instructor: Office: Phone: Email: @CSU_FYE (CSU
More informationSociology and Anthropology
Sociology and Anthropology Associate Professors Jacqueline Clark (Chair), Emily J. Margaretten (Anthropology); Assistant Professor Marc A. Eaton (Sociology) Adjunct Professor Krista-Lee M. Malone (Anthropology)
More informationCalifornia Professional Standards for Education Leaders (CPSELs)
Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element
More information