College of Education
Vision Statement
We develop educational leaders who
create tomorrow's opportunities.
Mission Statement
Our mission is to
prepare competent and committed professionals who will make positive
differences for
children, young adults,
and others in schools.
BME 480: Parent and Community Involvement in
Bilingual & ESL Programs
Department of Educational Specialties
(Fall 2008-3 Credit Hours)
General Information
Instructor: Dr. Jon Reyhner Office:
Room 207E Eastburn
Ed. Phone: 928 523-0580
E-Mail: Jon.Reyhner@nau.edu Website:
http://jan.ucc.nau.edu/~jar
FAX: 928 523 1929 Mailing
address: Box 5774,
Flagstaff, AZ 86011
Office Hours: Mon. & Wed. 1:00 pm -2:00 pm, Tuesday 8:30 am -10:00 am & 2:00 pm - 3:30 pm
Course
prerequisites:
There are no prerequisites for this class.
Course Description
The overall purpose of this course is to provide
undergraduate students with strategies for facilitating community participation
in the education of minorities.
Course Objectives
At the conclusion of this course successful students will be
able to:
1. Discuss various
definitions and uses of culture and how culture relates to schooling.
2. Identify
characteristics of a community, its development over time, the nature of family
and social life, and the implications of those characteristics for instruction.
3. Understand the
role of the school in the community and the implications of this for classroom
instruction and family involvement.
4. Identify the
nature of home, school, and community language use and the implications of such
language use for instruction.
5. Apply knowledge of
school, community, and family culture in maximizing the role of family in the
instruction of their children.
6. Describe several
community involvement programs.
Course Structure/Approach
Lecture, readings, discussion, cooperative learning
activities, videotapes, etc. This is a web-enhanced class and all students must
have a dana e-mail account that they check weekly.
Readings
and Materials
Required Reading: Guadalupe Valdés (1996). Con Respeto: Bridging the
Distances Between Culturally Diverse Families and Schools (New York: Teachers College Press)
plus web readings.
Course
Requirements
Weekly activities:
There will be some
assignments worth up to 5 points each that will either be done in class or will
be reactions to articles and other material e-mailed to you.
Web site review: Using Google, Yahoo or another
popular search engine, do a search of the term ³parent involvement² and some
related topic of interest to you and describe 5 web sites that you think would
be especially useful for you as a teacher. Describe briefly each web site and
why it is useful (One or two paragraphs for each web site). Do not just look at
the first five sites your search gives you.
Papers: The course calendar contains four papers
related to the assigned class readings worth 30 points each that should be
answered in a least two full pages.
Philosophy
Statement: This is
a TaskStream assignment. A prompt and rubric for this assignment will be
provided.
"Walk a mile
in my shoes:"
Read an autobiography or biography of someone from a minority group (not your
own) and write a report on what you learned it is like to be a member of that
group and give 10 minute presentation to the class on your report (3-5
typewritten pages). What might you as a teacher do differently as a result of
reading this book? A suggested list of books will be handed on in class before
this assignment is due. Any book not on the list needs prior approval by the
professor. Avoid biographies and autobiographies of musicians and sports
figures.
Community Profile:
This is a task
stream assignment for which a prompt and a rubric will be provided several
weeks prior to its due date.
Examinations: Two examinations will be given on
the dates in the class schedule. The midterm and final cover materials in the
readings and from class lectures, discussions, and activities.
Evaluation
Methods
Grading: Grades will be based on the quality of submitted class
assignments and tests as follows:
A = 90-100% B
= 80-89% C
= 70-79% D
= 60-69% F
= 59% or less
Grading
Statement: An
"A" grade implies exceptional performance, including bringing in
information in your essays from sources outside this class and the textbook. A
"B" grade indicates good quality work. A "C" grade
indicates acceptable work, but work that could use some improvement, usually
both in improved writing skills as well as in content knowledge. A
"D" grade indicates a student needs to study harder and probably
needs to take advantage of the NAU writing lab. An "F" grade
indicates a student needs to make a major effort to improve the quality of
their classwork.
Course, CoE and NAU Policies
1.
Regular
attendance is expected.
2.
Papers
handed in late without a valid excuse may lose points.
3.
All
students need to evacuate the building if the fire alarm sounds. If the fire
alarm is sounds during a test, leave your exam face-down on your desk, and exit
the building.
4.
Cell
phones must be turned off during class and during tests and are not allowed to
be visible. Laptops can be used to take notes but are not to be used for other
purposes during class time without permission from the instructor.
5.
If you
must be absent, you are responsible for getting class notes, announcements,
etc. from another student.
6.
If you
are unable to take an exam at the regularly scheduled time, the instructor
should be contacted prior to the exam.
7.
Writing
errors, such as spelling, punctuation, grammatical errors, etc., will be taken
into consideration and may lower your grade. Incomplete or unedited work will
be assigned an Incomplete and will be returned to be redone before final grading.
Papers must be typed double-spaced in "Times" (like this syllabus) or
a similar typeface with 12 point type and 1" margins. Use APA 5th
edition reference style.
8.
Students
are permitted and encouraged to proofread and critique each other's
assignments.
9.
Make a
copy of every assignment before you submit it to the instructor. Keep returned
copies of all graded assignments until you have received your final grade and
are satisfied with it.
10.
Assignments
should be submitted on the due date to receive full credit.
11.
In the
event of an unusual final point distribution, the final point requirements may
be lowered. This will be solely at the instructor¹s discretion.
12.
Assignments
submitted as a requirement for another class cannot be submitted for this
class. All assignments should be the original work of the student completed for
this class.
13.
Plagiarism
is defined as knowingly using the work of others and presenting it as your own.
Academic dishonesty includes cheating on tests or lying about class work. If an
individual engages in these activities the NAU Student Handbook policy will be followed.
14.
SAFE
ENVIRONMENT POLICY: NAU¹s Safe Working and Learning Environment Policy seeks to
prohibit discrimination and promote the safety of all individuals within the
university. The goal of this policy is to prevent the occurrence of
discrimination on the basis of sex, race, color, age, national origin,
religion, sexual orientation, disability, or veteran status and to prevent
sexual harassment, sexual assault, or retaliation by anyone at this university.
You may obtain a copy of this policy from the college dean¹s office. If you
have concerns about this policy, it is important that you contact the
departmental chair, dean¹s office, the Office of Student Life (523-5181), the
academic ombudsperson (523-9368), or NAU¹s Office of Affirmative Action
(523-3312).
15.
STUDENTS
WITH DISABILITIES: If you have a learning and/or physical disability, you are
encouraged to make arrangements for class assignments/exams so your academic
performance will not suffer because of a disability or handicap. If you have
questions about special provisions for students with disabilities, contact the
Counseling and Testing Center (523-2261). It is your responsibility to register
with the Counseling and Testing Center. Applications for services should be
made at least eight weeks before the start of the semester. If the Counseling
and Testing Center verifies your eligibility for special services, you should
consult with your instructor during the first week in the semester so
appropriate arrangements can be made. Concerns related to noncompliance with
appropriate provisions should be directed to the Disability Support Services
coordinator in the Counseling and Testing Center.
16.
INSTITUTIONAL
REVIEW BOARD: Any study involving observation of or interaction with human
subjects that originates at NAU - including a course project, report, or
research paper - must be reviewed and approved by the Institutional Review
Board (IRB) for the protection of human subjects in research and
research-related activities. The IRB meets once each month. Proposals must be
submitted for review at least fifteen working days before the monthly meeting.
You should consult with your course instructor early in the course to ascertain
if your project needs to be reviewed by the IRB and/or to secure information or
appropriate forms and procedures for the IRB review. Your instructor and
department chair or college dean must sign the application for approval by the
IRB. The IRB categorizes projects into three levels depending on the nature of
the project: exempt from further review, expedited review, or full board
review. If the IRB certifies that a project is exempt from further review, you
need not resubmit the project for continuing IRB review as long as no
modifications in the exempted procedures. A copy of the IRB Policy and
Procedures Manual is available in each department¹s administrative office and
each college dean¹s office. If you have questions, contact Carey Conover,
Office of Grant and Contract Services, at 523-4889.
17.
ACADEMIC
INTEGRITY: NAU takes an extremely serious view of violations of academic
integrity. As members of the academic community, NAU¹s administration, faculty,
staff and students are dedicated to promoting an atmosphere of honesty and are
committed to maintaining the academic integrity essential to the educational
process. Inherent in this commitment is the belief that academic dishonesty in
all forms violates the basic principles of integrity and impedes learning.
Students are therefore responsible for conducting themselves in an academically
honest manner. Individual students and faculty members are responsible for
identifying instances of academic dishonest. Faculty members then recommend
penalties to the department chair or college dean in keeping with the severity
of the violation. The complete policy on academic integrity is in Appendix F of
NAU¹s Student Handbook.
18.
ACCOMMODATION
OF RELIGIOUS OBSERVANCE AND PRACTICE: No employee, agent, or institution under
the jurisdiction of the Arizona Board of Regents, shall discriminate against
any student, employee, or other individual, because of such individual's
religious belief or practice or any absence thereof. Furthermore,
administrators and faculty members are responsible to reasonably accommodate
individual religious practices. A refusal to accommodate is justified only when
undue hardship would result from each available alternative of reasonable
accommodation. No administrator or faculty member shall retaliate or otherwise
discriminate against any student, employee or prospective employee because that
individual has sought a religious accommodation pursuant to this policy.
(excerpt from 1998-2000 Student Handbook, p. 43)
19.
MEDICAL
INSURANCE COVERAGE FOR STUDENTS: The University¹s self-insurance plan does not
provide medical coverage to students if injured while participating in
University-related activities or academic programs. Students are strongly
encourage to obtain medical/health insurance prior to participation through
their parent¹s health insurance plan or by purchasing insurance (such as the Blue
Cross/Blue Shield package offered through Fronske Health Center.)
20.
CLASSROOM
MANAGEMENT: Membership in the academic community places a special obligation on
all members to preserve an atmosphere conducive to a safe and positive learning
environment. Part of that obligation implies the responsibility of each member
of the NAU community to maintain an environment in which the behavior of any
individual is not disruptive. It is the responsibility of each student to
behave in a manner which does not interrupt or disrupt the delivery of
education by faculty members or receipt of education by students, within or
outside the classroom. The determination of whether such interruption or
disruption has occurred has to be made by the faculty member at the time the
behavior occurs. It becomes the responsibility of the individual faculty member
to maintain and enforce the standards of behavior acceptable to preserving an
atmosphere for teaching and learning in accordance with University regulations
and the course syllabi. At a minimum, students will be warned if their behavior
is evaluated by the faculty member as disruptive. Serious disruptions, as
determined by the faculty member, may result in immediate removal of the
student from the instructional environment. Significant and/or continued
violations may result in an administrative withdrawal from the class.
Additional responses by the faculty member to disruptive behavior may include a
range of actions from discussing the disruptive behavior with the student to referral
to the appropriate academic unit and/or the Office of Student Life for
administrative review, with a view to implement corrective action up to and
including suspension or expulsion.
21.
All
NAU courses are evaluated on-line during the last weeks of class by students at
http://www.nau.edu/course_evals/
Course Calendar (Subject to Change)
Week
1: Course
Overview
2: Read
Valdés Forward, Preface, and Introduction: Be prepared in class to do an activity on what
minority and majority Americans want for their children that reflects what you
learned from this week's assigned readings.
3: Read
³American Indian Language Policy & School Success² on reserve and at
http://jan.ucc.nau.edu/~jar/BOISE.html and ³Changes in American Indian
Education² at http://www.ericdigests.org/pre-9213/indian.htm
–2 page paper is due on the effects of "assimilationist"
education on minority children and their parents. In your conclusion state your
position as to whether education should be assimilationist or not. What is the
alternative?
4: Read
Valdés Chapter 1: A 2 page paper is due on 9/25 discussing the 3
theories/arguments that Valdés presents on why minority students often don¹t do
well academically in U.S. schools as well as the ³Effective Schools² and NCLB
arguments and make a case for what you believe is the reason.
5: Read
an article on dropouts that you will be assigned and present your article to
the class along with a one-page outline of your presentation. Focus as much as
possible on community and family influences on dropping out.
6: Read
Valdés Chapter 2 &3: Turn in a 2 page paper on the characteristics of
immigrant families and the affect these characteristics can have on their
children's school success.
7: Midterm
8: Read
and be prepared to discuss Valdés Chapter 4 & 5
9: Philosophy
Statement (Must be uploaded to Task Stream Portfolio)
10: Read
Valdés Chapter 6: Web site review due
11: Read
Valdés Chapter 7: Turn in a 2 page paper comparing and contrasting modern and
³traditional² (as discussed by Valdés in chapter 6) child rearing techniques
and explaining (with reasons) which approach you think is better.
12: Read
Valdés Chapter 8.
13: Report
on your "walk a mile in my shoes" book
16: Final
Examination