COLLEGE OF EDUCATION

COLLEGE OF EDUCATION Course Syllabus Division: Teacher Education Division Program Area: Elementary and Secondary Course #: 27929 Course Title: TED 2250: Becoming an Urban Educator Section #: 201 Term/Year: Fall 2013 Course Location: 426 State Hall/Web Day: Wednesday Time: 4:30pm 7:15pm Instructor: Craig McMichael Office Hours: By appointment E mail: ap8345@wayne.edu Google: craig.j.mcmichael@gmail.com Twitter: mcmicha7 Course Description: An examination of issues surrounding social justice in urban schools and society through the exploration of the historical, political and social trends that influence education. Course includes a 40 hour service learning field experience. Course Outcomes: Outcome 1: Students will investigate and discuss the historical, psychological, philosophical, and sociological approaches that influence education and explain how these approaches influence their personal emerging approach to teaching. Assessment: Personal Education Philosophy Outcome 2: Students will explore pedagogical and curricular approaches that influence education and explain how these approaches influence their personal emerging approach to teaching. Assessment: Personal Education Philosophy Outcome 3: Students will engage with diverse communities and explore their social and cultural resources. Assessment: Service Learning Experience Outcome 4: Students will develop understandings about achieving social justice through the process of education. Assessment: Reflective Essay on Social Justice, Class Reflections Outcome 5: Students will explore the quality of education in urban schools. Assessment: Through selected readings, students will compare and contrast the resources in urban schools and discuss and post their findings online, Discussion Board Postings #3 Outcome 6: Students will examine the causes and consequences of prejudices and inequalities (e.g. racism, sexism, ableism, classism). Assessment: Class Reflection #2: A Moment of Prejudice

Outcome 7: Students will develop understandings of additive education models that build on the local expertise of families, communities and cultures. Assessment: Selected Course Readings, Service Learning, Class Reflections Outcome 8: Students will explore and develop a sense of personal voice in becoming a teacher advocate. Assessment: Discussion Posting #4: Teacher as Advocate Outcome 9: Students will demonstrate and apply digital literacies to their own learning and future teaching Assessment: Completion of this course Required Texts: Smith, G. A., & Sobel, D. (2010). Place and community based education in schools. New York, NY: Routledge. Top of Form Watson, V. (2012). Learning to liberate: based solutions to the crisis in urban education. New York: Routledge. Coursepack of articles. All can be found in weekly content folder Class Policy: All policies stated in the Wayne State University Undergraduate/Graduate Bulletin, will be followed. Students are expected to attend class, and be respectful and constructive in their communication with classmates and the instructor. Students are expected to read the assigned material in order to participate substantially and intelligently in class and online discussions. Students are expected to complete all reading, written assignments and discussion board postings on time. Students will be expected to use Blackboard in order to access all course documents, assignments, announcements. Online discussions will take place in Blackboard. Any student needing help with Blackboard please contact the Computing & Information Technology (C&IT) http://www.wayne.edu/cit/ Late Work Policy: It is easy to get behind on your assignments. In some cases certain assignments build upon others so it is imperative that you complete all the assignments on time. You have plenty of notice with your assignments, so last minute glitches and minor illnesses are not acceptable excuses. You should anticipate computer troubles. Things like erasing your files, losing your files or media storage, and/or computer problems should be considered possible events when trying to complete your work so give yourself plenty of time to submit an assignment. All graded assignments will be accepted late for these penalties: 2 7 days late subtract 50% more than 7 days late subtract 100% Grading Scale: Most of your work will be submitted via your personal portfolio and grading will be based upon successful completion of the assignment. Grades for each assignment will be posted on the course gradebook. All work should be spell checked, grammar checked, and proofread BEFORE submission. Meeting the rubric requirements does not guarantee full points on any assignment. You must go above and beyond the minimum requirements listed in the rubric in order to earn full points. Grading System: A 1000 950 points B+ 899 870 C+ 799 770 D+ 699 670 F below 599 A 949 900 B 869 830 C+ 769 730 D 669 630 B 829 800 C 729 700 D 629 600

Instructor and Student Communication Policy You should expect email reply from me within 24 hours about the course. If I email you, I would like you to respond within 48 hours. If an out of office assistant is on indicating that you are unavailable, I will certainly take that into consideration. As the saying goes life happens If you are having difficulty with the course, completing assignments, etc. please email me right away BEFORE things get out of hand. 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. Withdrawal Policy: Students who withdraw from a course after the end of the 4th week of class 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 so 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 email that the withdrawal has been approved. Withdrawals can be requested at any point from the fifth week of class through the study day. 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 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 Student Disability Services in room 1600 Undergraduate Library to request an accommodation. Phone: (313) 577 1851. Email: eas@wayne.edu The SDS (EAS) Student Handbook, found online at the link below, includes departmental procedures and policies, in addition to the many forms that may be used to request the services and accommodations that you desire. http://www.eas.wayne.edu 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.

Course Assignments: (Total: 1000 points) Professional Commitment (preparation, participation, professionalism): 200 points This course has been designed on the belief that learning occurs best with the support of others. Active participation and discussion are vital features of a community of learners. The class will benefit collectively and as individuals if each member arrives: Regularly and promptly. in face to face classes, you will be marked present if you are present at the start of class in virtual classes, your assignments must be posted on time to be considered present for the week You are expected to be an active participant for all class sessions. Excessive absenteeism or tardiness can result in the lowering of your grade (if absent or tardy for more than 10% of class sessions). Each unexcused absence: 20 points Each unexcused tardy/unprepared for class: 10 points Willing and able to discuss the week s assignments (readings complete, assignments current) most of the virtual discussions will take place via Hootcourse you will be asked to create a collaborative visual/auditory representations to go along with the readings for the week during the online sessions With a mind open to the ideas and perspectives of others Willing to share knowledge and ideas Assignment Name Technology Application Week(s )Due Points Available Attendance & Class Participation Hootcourse/ Sound Cloud/Haiku Deck Weeks: 1 14 150 points Personal Portfolio Google Sites Week 14 50 points Social Justice Research Project: 200 points Students will discuss why social justice education is a practical undertaking for teachers. Assignment Name Technology Application Weeks Due Points Available Library ReSearch n/a Week 6 20 points Topic Overview Google Drive Week 6 30 points Social Justice Research Project Google Drive Week 10 150 points

Service Learning: 200 points This course requires 40 hours of a learning through doing and reflecting service learning field experience. This meaningful service within the community will intentionally prepare you for active civic participation in a diverse democratic society (Howard, 2001). Please note that these hours must be completed during the course semester. Assignment Name Technology Application Week Due Points Available Service Learning Agreement n/a Week 3 10 points Reflection #1: Google Drive Week 5 20 points Reflection #2 Google Drive Week 9 20 points Reflection #3 Google Drive Week 11 20 points Service Learning Log Check Service Learning Evaluation n/a Weeks 6, 10 20 points n/a Week 14 10 points Service Learning Log n/a Week 14 80 points Learning Reflection Google Drive Week 14 20 points Learning with Assignment: 200 points This is a collaborative assessment that calls on you to use a variety of observational research tools to help you better understand the value of considering the community as a strong factor that affects student learning, motivation and curriculum choices. This assignment will contribute to your own professional growth as you prepare to be a responsive teacher. Presentation N/A Week 14 50 points Learning with Project Google Drive Week 3 14 150 points Class Assessments: 200 points Throughout the Semester you will be asked to synthesize course documents/readings/videos in the form of a narrative essay. You will use a shared Google Document with your instructor to create and share each of your posts: Assignment Name ipad Application Week Due Points Available Assessment #1: Smith & Sobel Assessment #2 Watson (collaborative) Google Drive Week 4 65 points Google Drive Week 8 70 points

Assessment #3 The Struggle Over Education Google Drive Week 12 65 points Course Schedule: Key: Green: F2F Meeting/ Yellow: Online Session Session Readings Topic Assignment(s) Session 1 1 /6 1/8 Service Learning Information Guide MDE: Code of Ethics Smith & Sobel Chapter 1 Course Introduction and discussion of course syllabus Session 2 1/9 1/15 Smith & Sobel: Chapters 2, 4, 5 Teaching for Social Justice Part 1: Understanding Multicultural group dynamics; teaching in diverse classrooms; building on student s diversity, prior knowledge; inequity, power and activism as curricular elements Session 3 1/16 1/22 Smith & Sobel: Chapters 3, 6, 7 Teaching for Social Justice Part 2: Social and political perspectives; contemporary manifestations of systems, privilege and power; white privilege; marginalization of social groups in US Society; defining social and cultural capital SL Agreement Background Personal Learning Portfolio Session 4 1/23 1/29 Smith & Sobel: Chapters: 8 & 9 Roles, Rights & Responsibilities of Students, Parents, Communities Assessment #1 Exploration I Session 5 1/30 2/5 Freire, Pedagogy of Oppressed, Preface and Chapter 2 Social and Political Context of Social Justice in Education: Ethical issues, social power and privilege dominance and subordination; reconsidering personal knowledge and experience SL Reflection #1 Exploration I Session 6 2/6 2/12 Watson: Chapters 1, 2 & 3 Library Resources: Research articles on the challenges of urban Library ReSearch Quiz Service Learning Log

Session 7 2/13 2/19 Session 8 2/20 2/26 education; teacher experiences in urban education; best practices in urban education Watson: Chapters: 4 & 5 History of Social Justice in Education: Racial categories and schooling; promises of assimilation; the other; Civil Rights Movement; bilingual education; multicultural education Watson: Chapters 6, 7, 8 Teacher experiences in Urban Education; best practices in urban education Check Topic Overview Exploration II Assessment #2 (in class) Exploration II Session 9 2/27 3/5 Delpit, The Silenced Dialogue Teaching Diverse Students; multicultural education; diversity in American culture and schools; social capital; cultural capital; white privilege; culture models; multicultural group dynamics SL Reflection #2 Exploration II Session 10 3/6 3/19 Ladson Billings: From the Achievement Gap to the Education Debt Historical Context of Schools in Society: Colonial education; early national education; religious schools vs. common schools; 19th Century Education; segregated schooling; 20th century education; 21st Century education; diversity in schools; organization of schools Social Justice Research Project Service Learning Log Check Session 11 3/20 3/26 Labaree, The American Struggle Over Curriculum Goals Foundations in Education: History of Education; philosophical foundations; psychological foundations; pedagogical foundations SL Reflection #3 Assessment Session 12 3/27 4/2 Topics in education: Educational Reforms Teacher Tenure Charter Schools Common Core Reforms in Education: A nation at risk; standardization; NCLB; Race to the Top; Common Core Curriculum; merit pay; teacher accountability; charter schools Assessment #3 Assignment Reflection Session 13 4/3 4/9 Zeichner, Preparing Reflective Educators Reflective Teaching: Historical roots of reflective teaching; reflection on action; reflection in action; dimensions on Communities Poster Presentation

reflection; traditions of reflective teaching; ethic of caring Session 14 4/10 4/16 Last in class meeting All Service Learning documents are due SL Log SL Reflection SL Evaluation Personal Learning Portfolio