Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - EDE6631
Tracking Number - 5138
Current Status:
-
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments:
Detail Information
- Date & Time Submitted: 2014-11-07
- Department: Teaching and Learning (T&L)
- College: ED
- Budget Account Number: 0-1714-000
- Contact Person: Jeni Davis
- Phone: 8166656929
- Email: jenidavis@usf.edu
- Prefix: EDE
- Number: 6631
- Full Title: Culturally Responsive Pedagogy for Elementary Student Learning
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?: Y
- If repeatable, how many times?: 1
- Abbreviated Title (30 characters maximum): CRP for Elementary
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
-
- Prerequisites:
- Corequisites:
- Course Description: This course provides the opportunity for the learner to develop the knowledge, skills, process, and understanding of the techniques and methods needed to develop as a culturally responsive teacher. This includes connections to classroom environment (rela
- Please briefly explain why it is necessary and/or desirable to add this course: Offered as enrichment course (not part of program/concentration/certificate)
- 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? Currently, there are no courses that focus on elementary education. This focus is needed for the MA in Elementary Education program that is offered to our current inservice teachers in the elementary fields.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) At minimum, a doctoral degree is required to teach this graduate course. Qualifications include knowledge of and/or experience with cultural responsive pedagogy, elementary education, partnership work.
- Objectives: To provide the opportunity for the learner to develop the knowledge, skills, process, and understanding of culture and how it relates to personal and societal history, social perception and influence, personal values, beliefs and biases, societal structure, local and global societies, cultural practices, and functions and trends.
- Learning Outcomes: Course Goals:
Graduate students will be able to:
• Develop greater sociocultural consciousness that involves critical reflection on personal culture. (ACEI 3.2, 5.1; CF 4, 5)
• Critically analyze the meaning of culture. (ACEI 3.2, 5.1; CF 4,5)
• Critically examine the intersection of culture, schools, and society. (ACEI 3.2, 5.1; CF 4,5)
• Develop cultural knowledge in regard to of issues of culture connected to race, social class, gender, ability, and language. (ACEI 3.1, 3.2, 5.1, 5.2; CF 2,5, 6 )
• Develop and use practices to engage in culturally responsive teaching that connect to classroom environment, relationships with students and communities, curriculum, pedagogy, and assessment. (ACEI 3.1, 3.2, 3.4, 3.5, 5.2; CF 1, 2,5,6; CAEP 1.4, 4.2, 4.3)
• Systematically inquire into a cultural wondering within the classroom through sustained data collection, analysis, and action. (ACEI 5.1; CF 4,5; CAEP 1.2, 1.4, 4.1, 4.2)
• Use relevant research on research based instructional practices to develop a repertoire of instructional strategies appropriate for designing culturally responsive pedagogy in the K-5 classroom (ACEI 3.1, 3.2, 3.3, 3.4; CF 4, CF 6; CAEP 1.2, 1.4)
• Use student data to design culturally responsive classroom instruction using a variety of research-based instructional practices (ACEI 3.1, 3.2, 3.3, 3.4, 4.0; CF 6; CAEP 1.2)
- Major Topics: Date Topic
Defining Culture
Class 1 What is culture?
What is the current sociocultural context of schools?
Personal Culture
Class 2 Who are we as cultural beings?
How does culture connect to our personal identity?
Class 3 Who are we as cultural beings?
How does culture connect to our personal identity?
Building Cultural Knowledge
Class 4 What are various frameworks for understanding culture?
Book Club Presentation: Gender
Class 5 What are the connections between culture, identity, and learning? What is intersectionality?
Book Club Presentation: Social Class
Class 6 What are the connections between culture, identity, and learning? What is intersectionality?
Book Club Presentation: Race
Class 7 How do we understand the culture and assets of communities?
Book Club Presentation: Language
Becoming a Culturally Responsive Teacher
(Connections to relationships, environment, curriculum, assessment, and pedagogy)
Class 8 How do we enact cultural responsiveness in our classrooms and schools?
Book Club Presentation: Classroom Management
Class 9 How do we enact cultural responsiveness in our classrooms and schools?
Book Club Presentation: Curriculum
Class 10 How do we enact cultural responsiveness in our classrooms and schools?
Book Club Presentation: Pedagogy
Class 11 How do we enact cultural responsiveness in our classrooms and schools?
Book Club Presentation: Families and Communities
Class 12 How do we enact cultural responsiveness in our classrooms and schools?
Class 13 Sharing Culturally Responsive Inquiries
- Textbooks: Gay, G. (2010). Culturally responsive teaching: Theory, research, & practice. New York: Teachers College Press.
Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York: The New Press. (While this text is more than 5 years old, it is a seminal work in understanding culturally responsive teaching. Particularly, this text is powerful because it is inclusive of multiple cultural groups rather than a specific “group” (i.e African American, Latino, etc.). This will help teachers build a more global understanding of cultural responsiveness.)
- Course Readings, Online Resources, and Other Purchases: hooks, b. (2000). Where we stand: Class matters. New York: Routledge.
Sadker, D., & Zittleman, K. (2009). Still failing at fairness: How gender bias cheats girls and boys in school and what we can do about it. New York: Simon and Schuster.
Tatum, B.D. (1997). Why are all the black kids sitting together in the cafeteria?. New York: Basic Books.
Valenzuela: A. (1999). Subtractive schooling: U.S. Mexican youth and the politics of caring. Albany, NY: SUNY Press.
Book Club Two:
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American
students. San Francisco, CA: Jossey-Bass
Olsen Derman-Sparks, L., Ramsey, P.G., & Olsen Edwards, J. (2011). What if all the kids are White? Anti-bias multicultural education with young children and families. New York: Teachers College Press.
Rothstein-Fisch, C., & Trumbull, E. (2008) Managing diverse classrooms: How to build on students’ cultural strengths? Alexandria, VA: ASCD.
Sleeter, C.L. (2005).Un-Standardizing curriculum: Multicultural teaching in the standards-based classroom. New York: Teachers College Press.
Additional Articles (can be retrieved in USF database) Will be Provided in Class
- Student Expectations/Requirements and Grading Policy: Grades will be calculated by dividing the total points earned by the total points possible and multiplying the value by 100.
Grading Scale:
97-100 A+ 94-96 A 90-93 A-
87-89 B+ 84-86 B 80-83 B-
77-79 C+ 74-76 C 70-73 C-
67-69 D+ 64-66 D 60-63 D-
60 or below F
- Assignments, Exams and Tests: A. Formative Assessments
1. Weekly Cultural Reflections-- As graduate students begin to inquire into their identity and experiences, especially in regard to concepts connected to culturally responsive pedagogy, they will engage in critical reflection. You will complete 4 reflection essays that will serve as the basis for your cultural-memoir. Many of the writing will take place in class, with final touches being placed on the reflection for the due date. This writing should include critical reflection—not just description but a deeper level of reflection that includes questioning the ways things are/were.
2. Auto-ethnography— Looking across all weekly cultural reflections and critical incidents from course—create a visual representation, digital story, poem, performance, etc. to represent what you have learned about yourself this semester in regard to culture. There should be connections to some of the key concepts discussed in class. The areas to be addressed should include-key aspects of identity, the influence on identity on your values and beliefs in general and with regard to education/teacher education, areas of growth this semester, and areas for future growth. Excerpts from your reflections and journal should serve as data to develop this auto-ethnography presentation.
3. Book Club Presentations—Each graduate student will become a part of a book club focused on a specific aspect of culture as well as a book club connected to culture and an aspect of teaching (i.e curriculum, instruction, and classroom management). These book clubs will meet weekly in class to discuss pre-determined chapters. Each book club will present about their book to the class using an interactive teaching method.
- Building Cultural Knowledge
-Culturally Responsive Strategies
B. Summative Assessment
1. Culturally Responsive Teaching Inquiry - In this course, graduate students will design a systematic inquiry into an aspect of culturally responsive pedagogy in the K-5 classroom. Engagement in the inquiry process will include data collection and analysis, and reflection on your learning including the impact of the inquiry on subsequent goals and your teaching philosophy.
The different pieces of this inquiry will include:
-Contextual Description/Mini Equity Audit/Community Mapping
-Annotated bibliography & Mini Lit Review—Reading research literature about your
topic and writing summaries of these articles. Then constructing a mini-literature
review synthesizing these articles.
-Data collection and analysis-Collecting data through interviews, observations/field
notes, document analysis, looking at student work, surveys, reflections, etc.
-Report
-Presentation
- 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,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
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: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
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.
- Policy on Make-up Work: . 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.”
“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.”
- Program This Course Supports: MA in Elementary Education
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.