EELB 709

EELB 709 - Murillo Syllabus

 

Conceptual Framework
 

The College of Education of California State University, San Bernardino (CSUSB) is dedicated to the development and support of wise, reflective professional educators who will work toward a just and diverse society that embraces democratic principles.  The wise teacher:

 

Possesses rich subject matter knowledge.

Applies sound pedagogical judgment to professional practice and conduct.

Applies a practical knowledge of context.

Respects multiple viewpoints.

Reflects on professional practices and follows up with appropriate action.

 

(College of Education Conceptual Framework, 2006)

 

 

Catalog Description

EDUC 709: Diversity and Equity in Education - Prerequisites: EDUC 700 and EDUC 705.
Prepares educational leaders to promote equity and diversity in PK-20. Review of theories, interpret policies, and develop inclusive practices. Fosters various forms of diversity.

 

 

Course Goals/Objectives

Students who complete course activities will perform or demonstrate the following competencies based on the Doctoral Studies Program Outcomes:

 

Goal 1: Effective communicators and collaborators

1.1 Demonstrates open communication with stake holders.

1.2 Demonstrates communication in a timely fashion with consultants.

1.4 Develops positive, meaningful and sustaining relationships with all constituents.

 

Goal 2: Leaders dedicated to the premise that all students can learn

2.1 Provides visionary leadership for a climate of learning.

2.2 Analyzes the individual needs of students in the learning process.

2.3 Establishes programs that are conducive to all learning styles.

 

Goal 3: Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement

3.1 Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.

3.3 Comprehends how theoretical paradigms and perspectives are reflected in those research methodologies.

 

Goal 4: Ethical leaders and decision makers

4.1 Provides the leadership to establish a code of ethics.

4.2 Models ethical behavior.

4.3 Expects and reinforces ethical behavior.

 

Goal 5: Instructional Leaders

5.1 Understands how to foster a climate that engages with student assets to apply effective teaching and learning strategies.

5.4 Establishes professional, positive, and sustaining relationships with faculty to constantly monitor the effectiveness of the program.

 

Goal 6: Agents of change in education

6.2 Demonstrates visionary leadership

6.3 Maintains a current knowledge base in instructional practices in order to identify necessary changes.

6.4 Maintains positive, meaningful, and sustaining relationships among colleagues and constituents to bring about positive changes.

 

Goal 7: Leaders who recognize, celebrate, and acknowledge the contributions of all individuals

7.1 Is knowledgeable of their own mental models.

7.3 Advocates for personal practices that are equitable.

 

Goal 8: Leaders who are fiscally responsible and accountable

8.2 Developed: Is accountable for the effectiveness of the instructional program.

 

Goal 9: Visionary Leaders

9.1 Developed: Develops a shared vision.

9.2 Developed: Plans and implements activities to support this vision.

 

 

CSUSB Ed.D. in Educational Leadership Mission Statement

Context

The Inland Empire region, comprised of San Bernardino and Riverside counties, faces considerable social, political, and economic challenges.  These contextual challenges have a direct impact on the quality of education across the PK-20 educational pipeline.  Low-income children, students of color, English learners, students with disabilities and many others face resource deficiencies and inequitable opportunities to learn, resulting in achievement/opportunity gaps.  Educational institutions must effectively respond to these disparities by engaging parents and communities to establish deliberate, co-equal partnerships that result in high-quality centers of educational excellence for the 21st century.

Mission

The mission of the CSU, San Bernardino Ed.D. Program in Educational Leadership is to develop scholar-practitioner-leaders who respond to 21st century challenges by promoting practices, policies, and programs committed to equity, social justice, and transformation.

Commitments

We believe 21st century leaders must develop cultures of excellence in their respective institutions and communities where educators and community stakeholders support, inspire, and effectively communicate with one another; establish and maintain a culture of high expectations; celebrate and cherish human relationships; and communicate these values clearly and respectfully with all communities and stakeholders.  Our leaders must also become visionary agents of change who can solve pressing problems, are committed to lifelong learning, are innovative, and are technologically savvy.  Finally, our leaders must demonstrate integrity, practice self-reflection, and strive towards in-depth knowledge of local cultures and communities.

Through the coursework and design of the program, we will focus on equity, social justice, and transformation, through the following commitments:

Inclusivity:  Inclusivity of people, perspectives, and purpose when working with students, families, and communities to shape goals and outcomes;

Student Success: Relentless promotion of and creation of environments that promote student success readiness at all levels of education;

Excellence:  Commitment to learning from models of excellence and transforming institutions, when necessary, to demand excellence, opportunity, and equitable outcomes;

Leadership Development: Equipping well-prepared educational leaders with the knowledge, skills and dispositions to lead and guide communities in positive change in California's PK-12 and college/university systems;

Commitment to Praxis: Building research collaboratives around “Community Problems of Practice” that focus on relevant challenges in the field to improve student achievement, opportunity and community well-being;

Bridging the Pipeline:  Preparing a pipeline of PK-12 educators/leaders and community college/university leaders with continuous support for career and personal growth;

Interdisciplinarity: Engaging distinguished faculty and community stakeholders with varied disciplinary perspectives in coursework examining research, theory, and significant challenges; and

Community Engagement & Development: Including outstanding community/educational leaders in instructional roles, mentoring roles, and in curricular development as well as programmatic dialogue and decision-making;  Vision of stakeholders as partners for educational progress including students, parents, educators, leadership, business partners, non-profits, and others;

 

 

Course Requirements

Attendance/Class Participation                                                                                                 - 20 points

It is important to attend class, arrive on time and remain for the entire session. Participate actively in all class activities. This implies attendance, completion of assigned readings, completion of assignments, and participation in discussions and other group activities. Points will be deducted for absences and partial absences.

 

On-going Journal Reflections on Readings                                                                         - 20 points

Keep a weekly journal where you are actively engaging with the course readings. Your journal is not a simple summary of the readings per se, but rather a place where you reflect on your learning experiences, the readings, and class discussions.  If it becomes noticeable that students are not keeping up with their journal entries, they will be due via Black Board on a weekly basis.

 

Facilitate Class Discussions                                                                                                    - 30 points

Students will present key points from at least two (and possibly three, depending on class-enrollment) of the weekly readings and facilitate discussions. Be creative when leading the class discussion. Your questions should be a reflection of your assessment of the readings. Attempt to lead a discussion that not only identifies a theme that intersects all of the readings, but one that is also relevant to educational leaders in the Inland Empire and elsewhere. Sign-ups will happen session 1, during class.

 

Self-Ethnography Identities Statement / Presentation                                                      - 30 points

Due by session 8. Students will complete and subsequently share with the class a social group/identities profile, and explore specific incidents from their personal history that serve as a foundation for their story/study/analysis. Write a 6-10 page essay. To receive full credit for this assignment you must integrate at least 4 major concepts or terms from class (lectures/readings/discussion) to illustrate your self-ethnography.

                                                                                                                                                    -------------------                                                                                                                                                                                                     100 points total

 

 

Course Readings

 

The Critical Pedagogy Reader 3rd Edition (paperback) by Antonia Darder (editor),‎ Marta P. Baltodano (editor),‎ and Rodolfo D. Torres (editor), Publisher: Routledge, 2017.

 

Affirming Diversity: The Sociopolitical Context of Multicultural Education 7th Edition (paperback) by Sonia Nieto (author), and Patty Bode (author), Publisher: Pearson, 2018.

 

 

 

Course Evaluation Plan

In all participation and assignments (whether in-class or out-of-class), I am looking for evidence of:

- understanding and application of facts, concepts, terms, and processes learned/read/discussed in class;

- demonstration of substantial knowledge and higher order thinking and analytic skills;

              - critical reflexivity, i.e., “wrestling” with issues and topics;

              - frequent and appropriate use of new and reconstituted knowledge learned in class;

              - imaginative thinking and responses to challenges/problems/issues;

- “reading between the lines” and “digging” into underlying assumptions about knowledge production;

- clarity of expression and logical connection among ideas expressed;

- dispositions that suggest respect, charity, tactfulness and responsibility;

              - scholarly writing that reflects precise and concise thinking;

- no or few errors in grammar, syntax, and spelling; and where methodologically appropriate, general format and reference style consistent with the Publication Manual of the American Psychological Association (APA) and CSUSB College of Education.

 

The grade assignment, based on a 100-point evaluation, is as follows:

              A:          94 - 100             A-:         90 - 93                

             B+:     87 - 89                  B:        83 - 86                 B-:   80 - 82      

              C+:     77 - 79                  C:        73 - 76                 C-:   70 - 72                    

              D:          65 -69   

              F:        64 and below

 

A           Fully achieved the purpose of the assignment while insightfully interpreting and extending beyond the task.

B           Fully completed the purpose of the activity.  Displayed understanding of the concept.

C           Important purpose of the assignment was not achieved.  Work may need redirection.  Presents fragmented or incomplete understanding of concepts.

Fail        Purposes of the assignment not accomplished.  Shows little evidence of understanding or effort of the activity.

If you are on financial aid:  Please be aware that receiving grades of F, NC and WU may have an impact on your financial aid.  It is a student’s responsibility to maintain financial aid eligibility.

 

              Portfolios

Students are reminded to select required and optional artifacts from this course for submission to their Portfolio.  Each Portfolio will contain the following elements:

1.           Statement of Purpose in the Ed.D. program.

2.           Current (updated) resume.

3.           Examples of coursework reflecting the Student Learning Outcomes and core concepts (e.g., papers submitted, tests completed, projects completed, etc.) with an indication of how each element submitted is relevant to their dissertation topic and research activities.  

4.           Summary of research and dissertation activities.  Students should submit a summary (no longer than one page for each element submitted) as to work they have completed on their dissertation.  Organization of this section of the portfolio should align with the dissertation chapters: a) Research Question; b) Literature Review; c) Methodology; d) Results; and, e) Conclusions.  The portfolio, over its development, should provide longitudinal evidence of activities related to completion of the dissertation.  Additionally, students may also submit a summary regarding any research activities that may be in addition to their dissertation.            

Additionally, students may include optional elements, such as, but not limited to:

5.           Conference participation and/or presentations

6.           Manuscript/publication drafts

7.           Additional noteworthy course work/projects

8.           Professional work samples

Portfolios are to be submitted each summer quarter for evaluation.  It is the student’s responsibility to ensure they are creating and maintaining their Portfolio throughout the year. 

 

Policies and Rules

I hope our time together can be not only painless and informative, but also fun and interesting.  However, I expect you to respect the following rules.

1) You must come to class prepared to discuss in detail the readings and topics assigned.

2) All written assignments must be typed with cover page, headings, double spaced, paginated and stapled. 

3) Late papers / assignments will not be accepted, except by approval of the professor. Approval must be arranged ahead of time. You will lose 5 assignment grade-points per class session beyond the due date.  Therefore, complete work as early as possible to accommodate unforeseen circumstances. Sometimes this means that shaky and on time is better than late and great.

3) If an emergency arises, it is your responsibility to advise me ASAP via voice or E-mail.

4) It is also your responsibility to respond to roll call during every class meeting to receive credit for the attendance and participation component.

5) It is expected that chauvinist language (racist, sexist, etc...) be avoided.

6) Automatic failure will result from cheating, submitting work prepared by another, or plagiarism.

7) Remain respectful of others, no disruptive behavior.

8) There are no late final projects!!!

9) Be advised that the out-of-class-time requirements for this course may seem heavy at times. As you read the syllabus, please pay close attention to these requirements. Make sure that your course load for this term and / or your job hours will permit you to devote the necessary time to be successful in this course.

 

Commitment to Diversity

In our commitment to the furthering of knowledge and fulfilling our educational mission, California State University, San Bernardino seeks a campus climate that welcomes, celebrates, and promotes respect for the entire variety of human experience. In our commitment to diversity, we welcome people from all backgrounds and we seek to include knowledge and values from many cultures in the curriculum and extra-curricular life of the campus community. Dimensions of diversity shall include, but are not limited to, the following: race, ethnicity, religious belief, sexual orientation, sex/gender, disability, socioeconomic status, cultural orientation, national origin, and age. (CSU San Bernardino University Diversity Committee Statement of Commitment to Diversity, 1995).

 

Statement of Reasonable Accommodation

The College of Education faculty fully support the Americans with Disabilities Act (ADA). Faculty members will provide reasonable accommodations to any student with a disability who is registered with the Office of Services to Candidates with Disabilities and who needs and requests accommodations. Reasonable accommodations may involve allowing a student to use an interpreter, note taker or reader. Accommodations may be needed during class sessions and for administration of examinations. The intent of the ADA in requiring consideration of reasonable accommodation is not to give a particular student an unfair advantage over other Candidates, but simply to allow Candidates with disabilities to have an equal opportunity to be successful.

If you are in need of an accommodation for a disability in order to participate in this class, please let me know ASAP and also contact Services to Students with Disabilities at UH-183, (909) 537-5238.

 

University Policy on Academic Honesty

Academic Honesty: “Plagiarism and cheating are violations of the Student Discipline Code and may be dealt with by both the instructor and the Judicial Affairs Officer.  Plagiarism is the presentation as one’ own, the idea and writing of another.  Plagiarism is academically dishonest and subjects the offending student to penalties up to and including expulsion.  Students must make appropriate acknowledgements of the original source where material written or compiled by another is used.” (CSUSB Bulletin 2001-2002, p. 57)

 

“Definition of plagiarism/cheating: Plagiarism is the act of presenting the ideas and writings of another’s as one’s own.  Cheating is the act of obtaining or attempting to obtain credit through use of any dishonest, deceptive, or fraudulent means.  Cheating includes but is not limited to:

Copying, in part or in whole, from a test, software, or another evaluation instrument.

Submitting work previously graded in another course unless this has been approved by the course instructor or departmental policy.  Submitting work simultaneously presented in two courses, unless this has been approved by both course instructors or by the department policies of both departments.  Using or consulting during an examination sources or materials not authorized by the instructor. Altering or interfering with grading or grading instructions. Sitting for an examination by a surrogate, or as a surrogate. Any other act committed by a student in the course of his or her academic work, which defrauds or misrepresents, including aiding or abetting in any of the actions defined above.

Plagiarism is academically dishonest and makes the offending student liable to penalties up to and including expulsion.  Student must make appropriate acknowledgements where material written or compiled by another is used.”

Source:  CSUSB Faculty Senate: Policy and Procedures concerning Academic Dishonesty Education Policy and Resources Committee.

 

Instructor’s Academic Freedom Policy

Some of the material dealt with in this class may be perceived as controversial or offensive to some students. While students are encouraged to respond to the material and to freely offer their opinions, if any student becomes uncomfortable with any of the topics, or finds any of the material questionable, that student is urged to see the instructor for discussion.

Any views or opinions presented in this course by the instructor are solely those of the instructor, and do not necessarily represent those of CSUSB or the CSU system. Academic freedom gives faculty the right to express their views — in speech, writing, and through electronic communication, both on and off campus — without fear of sanction, unless the manner of expression substantially impairs the rights of others or those views demonstrate that they are professionally ignorant, incompetent, or dishonest with regard to their discipline or fields of expertise. 

Free inquiry and free speech are the cornerstones of an academic institution to the creation and transfer of knowledge. Expression of diverse points of view is of the highest importance, not solely for those who present and defend some view but for those who would hear, disagree, and pass judgment on those views. The belief that an opinion is pernicious, false, and in any other way despicable, detestable, offensive, or ‘just wrong’ cannot be grounds for its suppression.”