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ST. PETERSBURG COLLEGECOLLEGE OF EDUCATIONThe mission of the Education Community is to prepare future educators who will promote lifelong learning and empower diverse communities.COURSE SYLLABUSEDF 4084Cultural & Social Foundations of EducationThe syllabus course calendar and other attending are subject to change during the semester in the event of extenuating circumstances.Course Prefix:EDF 4084Section #:4533Credit Hours:3Co-requisites:NonePre-requisites:NoneDay, Time and Campus:OnlineEnter TimeChoose an item.Modality:Online - Weekly participation is required for attendance. Participation in this course is defined as posting to the discussion board or submitting an assignment.Professor:Dr. Meg DelgatoOffice Hours:MTuWTh10:00 am – 1:00 pmOffice Location:St. Pete GibbsTE 105-D Office Hours are virtual for fall 2020Office Phone:727-341-4422 Cell: 727-543-5629Email Address:Delgato.Meg@spcollege.eduACADEMIC DEPARTMENT: College of EducationDean:Kimberly Hartman, Ph.D.Office Location & Number:Tarpon SpringsBB 101COURSE DESCRIPTIONIn this course, social and cultural forces affecting educational practices are examined in the context of major theories of the sociology of education, concepts of multicultural education, and theories of leadership. Relations among educational policy, multicultural curriculum development, academic and personal growth and achievement, and diverse lifestyles and learning styles are explored. MAJOR LEARNING OUTCOMES AND COURSE OBJECTIVESThe student will analyze the ways in which cultural contexts influence today’s educational policy by:describing culture. examining one’s own cultural context within and outside one’s social environment. explaining how one’s viewpoint is shaped by one’s experience and historical cultural context. comparing the cultural contexts of two different people. examining the evolution of multicultural education and its role in educational settings. The student will examine cultural heritage within the sociology of education by:defining cultural heritage. identifying typical social and educational structures of two, non-American cultures. examining the educational challenges experienced by people from cultures that are different from the preDo/Dueminant culture where they are living. The student will compare the social and cultural factors affecting academic and personal growth and achievement by:describing how different cultural groups have fit into US society over time. examining how history has shaped the social and educational experience of children in the United States today. comparing the social and educational experiences of two different groups. The student will analyze the diverse lifestyles and learning styles in educational settings throughout the United States by:explaining the concept of diversity as it relates to race, religion, gender, sexual orientation, socioeconomic status, exceptionalities, education level, and health. examining how factors such as race, religion, gender, sexual orientation, socioeconomic status, exceptionalities, education level, and health influence people in various educational settings. engaging in respectful dialogue about diversity in educational settings. The student will develop curriculum that promotes a positive social and cultural experience for all persons by:evaluating various cultural supports, services, and opportunities for people. developing programmatic structures and interventions to support children from all cultural contexts that promotes a positive cultural experience. developing educational goals, objectives, and assessments that celebrate diversity. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALSRequired Textbooks Textbook(s)Required: NoneRecommended: N/AChalk & WireChalk & Wire is a requirement for all COE students enrolled in a bachelor’s degree program and for all EPI students.Students using eBooks must have access to the eBooks during class sessions.Supplemental MaterialResources:Materials:Library: Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES continuously to assure all current content for class has been accessed. Additionally, students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.The instructor of this course frequently uses interactive white boards, digital presentations, and web-based resources to disseminate information and to engage students.All work must be submitted in a format compatible with Microsoft Word (e.g.: .Do/Duec, .Do/Duecx, .rtf)COURSE REQUIREMENTS & EXPECTATIONSSchool Based Hours (SBH) or Field Experience Hours (FEH) Course RequirementsThis course requires 0 hours of observation/participation in an appropriate setting as approved by the Office of School Partnerships. Any student who is registered for a course with SBH / FEH is required to complete the Survey Level Field Experience Placement Application via the survey link: ALL Course AssignmentsCourse AssignmentsPointsIntroductions and culture & society discussion20Culture discussion20Cultural reflection collage50Cultural perceptions/heritage discussion20Quiz 120Immigrant discussion20Cultural interviews100Social/cultural Venn diagram*50Immigrant groups presentation100Privilege reflection50Quiz 220Diversity discussion20Culturally responsive teaching discussion20Evaluation of a local community center*50Brainstorming discussion – Cultural/social program development20Cultural/social program development plan100Cultural/social program brochure 30Quiz 320Cultural/social program discussion20TOTAL750* Assignments labeled with an asterisk (*) denote required assignments that must be submitted to Chalk & Wire and earn a score of 2.0 or higher on each criteria.UCC Assignments: Teacher candidates must demonstrate Uniform Core Curriculum (UCC) competencies and earn a 2 or higher for each indicator on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), Other Elements and Florida State Standards (FSS)] in order to successfully pass the course.??If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C.? In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.Students in a degree program must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table at the end of the syllabus.For courses with lesson planning:Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.C. GRADINGCourse assignment details can be found in MyCourses by clicking on the Course Content tab.Assignments submitted up to one week after the due date will receive a letter grade deduction.Assignments submitted more than one week after the due date will earn a zero in the grade book.Discussions and quizzes are only open during the times designated in the course syllabus; therefore, you cannot make up a missed discussion or quizFor assignments noted with an asterisk (*) above, the work must be submitted in Chalk & Wire to pass the class, even if no credit is earned for the assignment.Incomplete assignments will NOT be graded. Required resubmissions will result in a letter grade penalty. Subsequent resubmissions will result in an additional letter grade penalty for each resubmission. One point will be entered in the gradebook to reflect submission; the assignment will be evaluated for a passing grade once it meets the Chalk & Wire requirements. Carefully reading directions, sample assignments, and rubrics will help you to be successful in this course. Required resubmissions submitted more than one week after the requested resubmission date will earn no credit for the assignment in the gradebook. (e.g., If the requested resubmission date is August 1, you must submit NO LATER than August 8 for credit. After August 8, a zero will be entered in the gradebook when the assignment is submitted.)10% can be deducted from assignments as a result of poor presentation, conventions (e.g. grammar, APA style), and support as described in the course instructor’s assignment directions.Attendance is required for COE courses. Grading Scale:PointsPercentageLetter Grade675-75090-100%A614-66483-89%B555-61375-82%C503-55468-74%D<503< 67%FSYLLABUS STATEMENTS COMMON TO ALL COE SYLLABICOE SYLLABUS STATEMENTS Syllabus Statements student must read all topics within this syllabus and the content of the links.? If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.CALENDAR AND TOPICAL OUTLINEReadings – Complete before the week begins for that week after Week 1.Assignments – Details for all assignments are located under the Content tab in MyCourses. All assignments are due on Tuesdays by 11:59PM Drop box assignments will be accepted one-week late with penalty. Discussion Boards – There are two due dates for discussion boards. To receive full credit, initial postings must be posted by Sunday, and at least two replies to your classmates must be posted by Tuesday at 11:59PM. Dates are noted in the calendar in the following way (x/x, y/y) where x/x is the due date for your initial posting and y/y is the due date for your replies to your classmates. Discussion posts are not accepted late – posts close at the due date.Quizzes are not accepted late – quizzes close at the due date.Week/DateTopicsReadings/Assignments/Due DatesWeek 1Sept 14Part 1: Exploring Your Cultural & Social ExperiencesWelcome to courseCourse overview/SyllabusCultureRead- Review materials in Overview-Week 1 & Begin Here modules- Familiarize yourself with assignmentsDo/Due- Introductions and Culture & Society discussion (9/20, 9/22)Read- Overview of culture- Culture (Diaz-Rico)Do/Due- Culture discussion (9/20, 9/22)Week 2Sept 21Part 1: Exploring Your Cultural & Social ExperiencesCultural identityRead- 10 Models of Our Self (Synnott)Do/Due- Cultural reflection collage (9/29)Week 3Sept 28Part 1: Exploring Your Cultural & Social ExperiencesCultural heritagePerceptions of other culturesPart 1: Exploring Your Cultural & Social ExperiencesEducation in the USCultural interviewsRead- The Sacred Rac (Hughes)- 100% American (Linton)Do/Due- Cultural heritage discussion (10/4, 10/6)- Work on cultural interviewsRead- Education in the US: Context and history (Gutek)Do/Due- Quiz 1 (10/6)- Continue work on cultural interviewsWeek/DateTopicsReadings/Assignments/Due DatesWeek 4Oct 5Part 2: Cultural & Social Experiences of OthersImmigrants in the USRead- Us & Them: Immigrants in America (Wilson Quarterly)Do/Due- Listen to How American Became a National of Immigrants podcast- Immigrant discussion (10/11, 10/13)- Cultural interviews (10/13)Week 5Oct 12Part 2: Cultural & Social Experiences of OthersImmigrants in the USPolitical and cultural nationalism in educationRead- Political and cultural nationalism in education (Wiborg)Do/Due- Social/cultural Venn diagram – due in C&W (10/20)- Work on Immigrant groups presentation Week 6Oct 19Part 2: Cultural & Social Experiences of OthersImmigration and education in the USRead- Culture, instruction, and assessment (Sternberg)Do/Due- Immigrant groups presentation (10/25,10/27)Week 7Oct 26Part 3: Privilege, diversity, & multicultural educationSociopolitical context of schoolingPrivilegeRead- Understanding the sociopolitical context of schooling (Nieto & Bode)- White privilege: Unpacking the invisible knapsack (McInstosh)- Identify a local community center for upcoming assignmentDo/Due- Privilege reflection (11/3)Week 8Nov 2Part 3: Privilege, diversity, & multicultural educationDiversityDiversity in educationEvolution of multicultural educationCulturally responsive teachingRead- How diversity makes us smarter (Phillips)- Diversity in education articlesDo/Due- Diversity discussion (11/8, 11/10)- Quiz 2 (11/10)Read- A brief history of multicultural education (Gorski)- Educating all students (Brown)- Culturally responsive teaching (Gunn et al.)Do/Due- Culturally responsive teaching discussion (11/8, 11/10)- Start work on evaluation of a local community center assignmentWeek/DateTopicsReadings/Assignments/Due DatesWeek 9Nov 9Part 4: Cultural & Social ProgramsPositive youth developmentPart 4: Cultural & Social ProgramsCommunity program developmentRead- Positive youth development- Positive youth development for adults- Positive youth development – continua & matrixDo/Due- Evaluation of a local community program – due in C&W (11/17)Read- Information about community program development - Glossary & checklists – CNYD-Youth Development GuideDo/Due- Watch the TEDxKnoxville talk "Envisioning Community Development" by Amy Gibson- Participate in brainstorming discussion – cultural/social program development plan (11/15, 11/17)- Work on cultural/social program development plan- Work on cultural/social program brochureWeek 10Nov 16Part 4: Cultural & Social ProgramsCommunity program goals and objectivesRead- Developing program goals and objectives- 4 Latino community programsDo/Due- Cultural/social program development plan (12/1)- Cultural/social program brochure (12/1)Nov 23Thanksgiving BreakBe thankful! And rest….Week 11Nov 30Part 4: Cultural & Social ProgramsCultural/social program plansDo/Due- Quiz 3 (12/8)- Cultural/social program discussion (12/6, 12/8)Week 12Dec 7Finals WeekNo Final Exam for this course.Uniform Core Curriculum / Program Learning Objectives AssignmentsThere are no UCC assessment points/assignments in this course.This course offers opportunities for students to engage with the following Universal Design for Learning (UDL) principles and guidelines: Not mapped on the UDL framework. ................
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