Graduate Studies Reports Access

Graduate Course Proposal Form Submission Detail - EDF7682
Tracking Number - 3075

Edit function not enabled for this course.

Current Status: Approved by SCNS - 2013-10-11
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): The requested change is to reduce the credit hours from 4 to 3. Given recent changes in the Curriculum and Instruction doctoral program, a 3 credit hour course will better serve the needs of students using this course for their program of study. The content can be effectively delivered in a 3 hour course.
Comments: to GC 5/6/13 - elective. Approved. Cleared Syst Concurrence 7/31/13. to SCNS 8/5/13. Approved eff 9/1/13

Detail Information

  1. Date & Time Submitted: 2013-01-25
  2. Department: Psychological and Social Foundations
  3. College: ED
  4. Budget Account Number: 1725
  5. Contact Person: Barbara Shircliffe
  6. Phone: 8139741259
  7. Email:
  8. Prefix: EDF
  9. Number: 7682
  10. Full Title: Education in Metropolitan Areas
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Ed in Metro Areas
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 0
  21. Grading Option: -
  22. Prerequisites:
  23. Corequisites:
  24. Course Description: Ed in Metro Areas draws on the disciplinary perspectives of history, sociology, and political science to place schools and school policy in the geo-political context of metropolitan US, and its shifting social, economic, and demographic landscape.

  25. Please briefly explain why it is necessary and/or desirable to add this course:
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? The course is offered each fall enrolling 7-10 doctoral students.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Teaching qualifications include a doctorate degree in social foundations or related discipline in history, sociology and political science.
  29. Objectives: • Understand the factors leading to, and the significance of, the metropolitanization of the United States on the public purposes of schooling.

    • Understand historical perspectives on suburbanization and urban decline and the relevance social and economic change on increase state and federal involvement in public schooling.

    • Understand the history of the racialization of housing and labor markets in the context of metropolitanization, and the relevance for resulting dilemmas for movements to integrate and equalize schooling.

    • Understand the links between housing policy, economic development, and school reform.

    • Understand how geo-power shapes national, state, and local educational policies such as finance reform, desegregation, social integration, accountability, and school choice.

  30. Learning Outcomes: • An understanding industrialization, urbanization, immigration/migration, and abolition of slavery in shaping 19th and 20th century public education.

    • An understanding of social and economic change following World War II as factors leading to increased state and federal involvement in education and in the context of equity movements.

    • An understanding of the links between housing policy, economic development and school reform

    • An understanding of the significance of suburbanization (and accompanying economic, political and social changes) on schooling.

    • The application of course concepts in written work to a current educational policy question or problem.

  31. Major Topics: Foundations of Public Education in the United States

    Geo-Place and School Context

    Southern Diaspora and Urbanization

    Immigration and Migration

    Post World War II and Suburban Expansion

    School Segregation, Educational Equity, and Brown v. Board

    Residential Segregation and Poverty

    Housing Integration

    School finance and educational inequity

    School Desegregation

    Neo Liberalism and Education policy

    Choice, Accountability and Privatization of Public Education

  32. Textbooks: Kruse, K. & Sugrue, T. (2006). (Eds.) New suburban history. Chicago: University of Chicago Press.

    Dreier, P., Mollenkoph, J. & Swanstrom. T. (2004). Place matters: Metropolitics for the twenty-first century, second edition. Lawrence, KA: University of Kansas Press.

    Lipman, P. (2011). The new political economy of urban education: Neo-liberalism, race and the right of the city. New York: Routledge.

  33. Course Readings, Online Resources, and Other Purchases: Please note Kruse and Sugrue’s edited volume represents the only edited collection of scholarship focus on suburban history in the United States. Drier et al (2004) is a comprehensive text encompassing the debates over the social and economic isolation of urban America. Importantly, the text is not riddled with field specific jargon and well suited to doctoral students from diverse specialization.

    The course requires students read journal article which vary semester to semester but include works by Willam J. Wilson, Gary Orfield, Charles Payne, Erica Frankenberg, Elizabeth and Delbray.

  34. Student Expectations/Requirements and Grading Policy: Calculation of term grade

    Evaluation: 100-91=A; 90-88=B+; 87-80=B; 79-78=C+; 77-70=C; 69-60=D;

  35. Assignments, Exams and Tests: Assignment include class engagements, reflective journal, and academic writing related to independent research.
  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: Late papers: Late Papers without documented circumstance beyond students control will be accepted past due date and will receive a 25 % grade deduction.

    Academic Dishonesty

    “Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.” (Graduate Department Course Syllabus, 2010, August)

    “Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course. (Graduate Department Course Syllabus, 2010, August)”

  38. Program This Course Supports: The course served doctoral students in the Ph.D. Curriculum and Instruction
  39. Course Concurrence Information:

- if you have questions about any of these fields, please contact or