100 % online course (not self paced).

EAF 228 Social Foundations: Equality of Educational Opportunity and Multicultural Education

 Instructor: Associate Professor Mohamed A. Nur-Awaleh

Office: 342 DeGarmoHall

Office Hrs:  24/7 via Webct email and by appointment

Phone: 309-438-5155

 

Internet course: NOT self paced. In other words, students will participate and conduct interactive activities, assignments, and  became part of the learning community for the entire six weeks.

Students with Specific Learning Challenges:  Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 309-438-5853 (voice) or 309-438-8620 (TTY).  To learn more about Disability Concerns at ISU, visit their web site at:  http://www.ilstu.edu/depts/disabilityconcerns/

          

 Before you begin this online class, you are required to complete WebCt Orientation Course run by Dr. Stefanie McAllister. If you have any questions about this required Webct Orientation Course, you can email Dr. McAllister at: slmcall@ilstu.edu .     

  1.      Upon completion of the online tutorial, please send me an email using Webct mail system to confirm that you are comfortable with WebCT environment (i.e. you know how to use email system, upload files to the assignment link, comfortable with discussion forum, able to access all reading links, able to find your group members, etc)

  2.  You must review all contents on E-syllabus, review technology and course forums.

  3. Introduce yourself by posting on the designed area of the main discussion forum "Introduce yourself”

 

I  Catalog Course Description:

228 SOCIAL FOUNDATIONS: 3 sem. hrs. Education as a social process and function, social origins of contemporary educational problems.

II. Course Overview

The first purpose of this course is to introduce pre-service teachers to the social context of education. This context includes the constellation of forces and interests, both dominant and contested, that gives rise to the contemporary experiences of schooling in the United States. The second purpose of this course is to cultivate among pre-service teachers a critical perspective from which to assess the processes and practices of public education (e.g. urban setting). Students need to examine and evaluate the assumptions and theories that underlie particular positions taken with regard to educational issues. As a member of a professional community, more is required than mastering methodologies and subject matter: pre-service and practicing teachers alike have a responsibility to participate in the wider professional and public dialogue about the goals, outcomes, and future of education. In order to fulfill that responsibility, they must be well informed and articulate in terms of the issue in question and their position with regards to it. Students in this course will develop and exercise their critical perspective by engaging the readings, their peers, and the instructor in online discussions and in written assignments.

This course addresses the following moral and intellectual virtues:

Moral Virtues:

  1. Sensitivity toward the varieties of individual and cultural diversity
  2. Disposition and ability to collaborate ethically and effectively with others
  3. Reverence for learning and seriousness of personal and public purpose
  4. Respect for learners of all ages, with special regard for children and adolescents

Intellectual Virtues:

  1. Wide general knowledge and deep knowledge of the social foundations of education
  2. Knowledge and appreciation of the diversity among learners
  3. Understanding what effects learning and appropriate teaching strategies
  4. Interest in and ability to seek out informational and collegial resources in education
  5. Contagious intellectual enthusiasm and courage enough to be creative

III. Course Objectives and Outcomes:

Upon successful completion of this course, students will:

  1. Examine the integration of educational technology in the classroom settings through web-based resources, online assessments, and online discussions. The goal is to help achieve a greater understanding of issues and techniques related to the integration of technology in K-12 educational settings
  2. Analyze school policies and practices in relation to the economic, political, social, cultural, and/or technological forces that shape them and in turn are shaped by them ;[School & society: RDI 4; Interstate New Teacher Assessment and Support Consortium (INTASC) 10]
  3. Examine categories, such as race, class, gender, ethnicity, sexual orientation, language, religion, and physical and mental abilities and disabilities, as social relations of power that impact school experiences and individual and collective identities in a democratic society; [Diversity among learners: RDI 3; INTASC 3, INTASC 9, INTASC 10]
  4. Evaluate challenges of educating a diverse population and policies and practices for serving them effectively and ethically in a democratic society;[Diversity among learners: RDI 3, RDI 4; INTASC 3, INTASC 10]
  5. Engage effectively with others, including asynchronously, in a critical discussion of ideas and practices relevant to education; [Professional skills: RDI 5, RDI 6; INTASC6, INTASC 9, INTASC 10]
  6. Practice the skill of critical reflection as the basis for reflective and ethical teaching; and, [Critical thinking: RDI 6; INTASC 9]
  7. Read, understand, and create lessen plans on critique original work on equality of educational opportunity and multicultural education [Scholarly pursuit: RDI 1]

Education:

“Education is about learning and learning entails change and alteration in, and transformation of the learner. If we have learned we have changed in some minimal or significant way. And so when we educate we must do so with hope, with hope that our efforts are meaningful and valuable to the people with whom we interact.”

Culture and Teaching, Liston& Zeichner, p. 85

 

 

VI Required Text book:

 

 

1. Kozol, Jonathan. (2005). The Shame of the Nation: The Restoration of Apartheid Schooling in America. New York: Crown Publishers. ISBN: 1-4000-5244-0

Amazon.com      Half.com

 

2. Supplementary Online readings

 

For  full course schedule  Log on to Wecbtc or click: http://webct.ilstu.edu   First time in, use your ULID
        for the two parts below (unless you already have a WebCT account. Access will be given first day of the class). If you have any problems, please contact me at manuraw@ilstu.edu

 

WebCT ID:

Password:

 

Course Requirements, Expectations and Polices:

 

NOTE: New University course drop and withdrawal policy

 

 You are responsible for initiating and completing withdrawal procedures. During the “No Grade Assigned” period, a student may drop a course by bringing photo ID to the Student Service and Referral Center, 107 Moulton Hall. Students wishing to withdraw from a course during the “WX Grade” period may also report with photo ID to the Student Service & Referral Center to drop the course. A withdrawal grade of WX will be assigned. Please see the withdrawal dates at: http://www.registrar.ilstu.edu/crd/withdrawal/082%20Withdrawal%20charts.pdf  

If you have any questions or concerns about this policy, please contact Student Service & Referral Center (309) 309- 438-2188, FAX (309) 438-8652

 

Descriptions of Course Assignments, Requirements and Grading Scale:

1. ONLINE Analysis and discussions (Please use the rubric and protocol for online evaluation as guidelines)
Your participation on online discussion is critical as each class builds upon the experiences from the previous class. Please note that failure to post and participate any online discussion/assignments are in essence, an absence for "class" that week Thus, failure to participate in any online discussions will result in a lowered grade. I recommend highly that you participate and post actively. Attendance problems on online classes will result in the loss of a full grade or more. If the problem is particularly blatant for the first week, I reserve the right to fail you. Indeed, the pace for this course will move quickly. If you have any reasons to believe that you will not able to keep up, drop the class and sign up for face-face section. There will be a number of assignments and online discussions on the following topics:

Expectations for Written Assignments 

In general, the following criteria apply for each assignment. More specific detail will be given with each assignment.

1. level work (90 %+ of available points) is clearly outstanding and reflects substantial effort. The response responds to all aspects of the assignment in a clear, coherent, and organized manner. It synthesizes a variety of perspectives, based on class readings and discussions. Well-chosen, supportive examples and persuasive reasoning are utilized. There is an introduction, a conclusion, and transitions between sections. The mechanics of the paper are excellent: there are few grammatical or spelling errors.

2. level work (80-89% of available points) is of high quality. Most of the aspects of the assignment are covered in an adequate and organized manner. Supportive examples are given and arguments are organized and sensible. There is a clear structure to the paper. The mechanics of the paper are good: there may be some minor grammatical and/or spelling errors, but these do not detract substantially from the content of the paper.

3. level work (70-79% of available points) is adequate. The author does address the main aspects of the assignment, although some are not covered thoroughly. Examples are given, but not developed fully. The paper lacks a clear organizational structure. The mechanics of the paper are poor. There are a number of grammatical and/or spelling errors.

4. level work and below is unsatisfactory. The paper shows serious weaknesses. The assignment is not addressed and/or the response is incoherent. There is little obvious structure to the paper. The mechanics of the paper are abysmal. There are frequent grammatical and/or spelling errors. The paper may be late.

Suggestions for written work:

  • Outline your assignments before writing them. This will help to ensure that you have responded to all aspects of the assignment.
  • Proofread all work before it is handed in. Have a reliable friend proofread it also.
  • Make sure your argument is clear and examples are provided. When you draw examples and supporting quotes from a text, be sure you have cited it sufficiently.
  • Watch out for abrupt transitions, run-on sentences, and sentence fragments.
  • Use spell and grammar check if these are available.
  • You may also consider utilizing the UniversityCenter for Learning Assistance (438-7100).

If you receive grades on your written work that you are not happy with, please talk to me.

IMPORTANT NOTE: 

In the interest of fairness to all members of the class, online assignments, online discussions, exams are given only when scheduled. Make up work will be given only in cases of illness or family emergency (e.g. death of a family member, serious illness). In either case, it is your responsibility to contact me before assignments are due. You will not be allowed to make-up any assignment for any reason if you fail to comply with this policy. Upon recovery/ return to online session (s), you must submit your request for make-up in writing. Your written request must outline your reason for missing the assignment, online discussion/exam and have attached to it appropriate documentation supporting your absence. Fraudulent excuses from online discussions, assignments/examinations are considered by the University to be violations of academic integrity and are grounds for academic or disciplinary penalties. Early exams will not be given under any circumstance. Exams, and other important dates are noted in your course syllabus. Please plan your schedule accordingly. Written assignments, and all online work are subject of the same policies. These policies apply to all members of the class and are in place to protect you from unfair advantage on the part of another student.

Grading Scale:

190-170 A

169-151 B

150-132 C

131-115 D