UNIVERSITY OF WISCONSIN-WHITEWATER
CURRICULUM PROPOSAL FORM #1

NEW DEGREE, MAJOR, OR SUBMAJOR



 
 
Degree/Program Title:
 Urban Education Module
   
Sponsor(s):
 Ellen Smith
Department(s):
 Educational Foundations
College(s):
 Education
   
Effective Term:
 Fall 2001

 

Check if:
  New Degree: Intent to Plan
  New Degree: Final Proposal
  New Major: Intent to Plan 
  New Major: Final Proposal
X
 New Submajor: (check one of the following)
    Minor
    Emphasis/Track
    Certificate Program
    Module: Intent to Plan
 X
   Module: Final Proposal
    Other

Submit the Proposal (see Procedures)

Note: You must receive approval from System to plan a new Degree/Major
* See ACIS-1, revised November 10, 1995
 
 
 
 
 
 
 

Memorandum

From: Ms. Ellen Smith
          Department of Educational Foundations

Re:    Urban Education Module for UCC approval

Date:  2/27/01

The attached documents are for approval of a new Urban Education Module for the College of Education. They are the result of a fourteen-month effort to design an inter-college module for our students. The major work on these documents was done out of an Urban Education Committee whose members included the following: Dr. Larry Kenney, Ms. Krista Lucarelli (student), Ms. Samantha Samreth (Minority Teacher Preparation, Counselor), Ms. Ellen Smith (Educational Foundations, Instructor) with regular advice from Ms. Lisa Watts (Multicultural Education Center, Director).

The timetable below shows the procedures that have already been completed:

Urban Educational Committee approval 1/10/00
Intent to Propose sent to all colleges 2/10/00
Consulting with various colleges and departments completed 3/1/00
Presented to CCC for input 4/11/00
Ed Foundations Department approval 4/26/00
Presented to COE for input (Fall retreat) 8/28/00
COE Teacher Ed. Committee approval 12/15/00
COE Curriculum Committee for information and record 2/13/01
Note: The two workshops attached are for your information only. They have already been approved by the Educational Foundations Department. Although we are not submitting these workshops as courses at this time, we will put in a modification when the workshops are converted to courses.
 
 

Urban Education Module




Rationale for Module

Throughout the nation, urban centers are hiring record numbers of teachers in all areas of licensure. Those Whitewater students who wish to teach in urban areas need coursework or field work directly related to the urban setting. The intent of the Urban Educational Module is to enhance the preparation of students who wish to teach in urban centers.

Competencies for the module

After completing the Urban Education Module Students will be able to:

  1. Identify social, economic and political characteristics, patterns and functions of the urban center.
  2. Identify current and on-going issues common in urban areas.
  3. Demonstrate knowledge of issues, both historical and contemporary, relating to at least one urban racial/ethnic group.
  4. Demonstrate an understanding of educational principles related to teaching in diverse urban classrooms.
  5. Demonstrate an ability to relate to diverse learners.
Requirements:
12 Academic credits
List of academic courses to be included:

Three (3) credits from the following:

Politics of the Metropolis Political Science 820-466/646
Urban Sociology Sociology 880-352
Urban Geography Geography 722-344


Three (3) credits from the following:

NOTE: These credits are in addition to UW-W required diversity courses.
 

Afro-American Studies:
Modern Black American History 614-120
The African American Community: 614-270

A Sociological Perspective
Current Issues in Black Studies: 614-396

Social and Behavioral Science
Current Issues in Black Studies: 614-397

Humanities
African American Community 614-470

Chicano Studies:
Politics of the Chicano 615-320
Chicano and Latino American 615-330

Thought
Geography
Geography of Race and Ethnicity 722-430

Political Science
Ethnic Politics 820-217

Social Work
Race, Ethnicity and Social Justice: 860-380
Issues for Helping Professionals

Sociology
Race and Ethnic Relations 880-265
Sociology of Minorities 880-459

Speech
Cross Cultural Communication 166-424


Six (6) credits from the College of Education

Urban Education (see attached)
Urban Field Experience: A Service/Learning Model (see attached)


Major INTASC Principles Addressed:

Principle #1: The teacher understands the central concepts, tools of Inquiry, and the structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners..

Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
 

Special Courses

Term to be offered: Spring and Summer 2002

Type of Course: Workshop

College: College of Education Department: Educational Foundations

Instructor: Staff

Title of Special Course: Urban Education

15 digit Abbreviation URBAN ED
25 digit Abbreviation URBAN EDUCATION

Prerequisites: Successful completion of Block One courses: Education in a Pluralistic Society, Observation and Participation and Educational Psychology or Child Development. This workshop is to be taken concurrently with Urban Field Experience.

Total Contact hours: 48 Lecture Hours/Week: 3 Total Credits: 3

Course will be offered: Off-campus in an urban area.

Description: This course investigates various foundational aspects of teaching and learning combined with in-school experience. The course will present ideas from educational history, philosophy and psychology, models of effective teaching and learning, classroom management and current issues in education. The course will focus primarily on practical application of educational theory in an urban setting. It is intended to provide students who are interested in a teaching career in an urban setting with experience in and knowledge of the urban context.

State timeliness, need and interest: Throughout the nation, urban centers are hiring record numbers of teachers in all areas of licensure. Those Whitewater students who wish to teach in urban areas need coursework and field work directly related to the urban setting. The intent of this course is to enhance the preparation of students who wish to teach in urban centers.
 
 

Major INTASC Principles Addressed:

Principle #1: The teacher understands the central concepts, tools of Inquiry, and the structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Assessments based on the following: research paper, reflective journal.

Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Assessments based on the following: reflective journal.
 

Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Assessment based on the following: reflective journal, urban portfolio.
 

Urban Education Workshop Outline

I. Introduction to Urban Education

A. Orientation to Urban Field Experience

B. Why Teach in Urban Settings?

II. The Urban Context
A. Historical

B. Cultural

C. Political

D. Socioeconomic

III. Effective Urban Teaching
A. Urban Students

B. Urban Parents

C. Learning Styles

D. Social Issues

E. Language Issues

F. Teaching Across the Content Areas

G. Philosophical Foundations

IV. Current Urban Issues
A. Educational

B. Political

C. Economic

D. Legal

E. Ethical

F. Urban School Governance and Finance

V. Urban Careers
A. Preparing for Student Teaching

B. Urban Perceiver and Interviews

Requirements:
  1. Students will submit a research paper that will focus on social problems affecting urban youth or current educational issues affecting urban schools. The instructor will approve topics.
  2. Students will prepare a personal professional urban portfolio.
  3. Students will keep a journal that reflects on class activities, field experiences and readings.


Assessment:

Classroom participation 20%
Research paper/presentation 20%
Urban Portfolio 20%
Reflective Journal 40%

Special Courses

Terms to be offered: Spring and Summer 2002

Type of Course: Workshop

College: College of Education Department: Educational Foundations

Instructor: Staff

Title of Special Course: Urban Field Experience: A Service/Learning Model

15 digit Abbreviation URBAN FIELD
25 digit Abbreviation URBAN FIELD EXPERIENCE

Prerequisites: Successful completion of Block One courses: Education in a Pluralistic Society, Observation and Participation and Educational Psychology or Child Development. This workshop is to be taken concurrently with Urban Education.

Total Field Hours: 50 Total Credits: 3 Seminar Hours: 16

Course will be offered: Off-campus in an urban area.

Description: This course is the field component for the Urban Education Module. It provides the student with an urban classroom placement. The intent is to give the student experience in urban educational settings. Since the course is taken concurrently with Urban Education, the instructor will combine various foundational aspects of teaching and learning with in-school experience. The course will focus primarily on practical application of educational theory in an urban setting. It is intended to provide students who are interested in a teaching career in an urban setting with experience in and knowledge of the urban context.

State timeliness, need and interest: Throughout the nation, urban centers are hiring record numbers of teachers in all areas of licensure. Those Whitewater students who wish to teach in urban areas need coursework and field work directly related to the urban setting. The intent of this course is to enhance the preparation of students who wish to teach in urban centers.

Workshop Outline:

Urban Field Experience

Orientation to Service/Learning

Placements in Urban Schools including after-school programs

Weekly Seminars with University Staff

Final Presentations to Cooperating Teachers, Peers and University Personnel
 

Requirements:

This is a 50 hour classroom based placement in an urban school. It is a pass/fail course.

In addition there will be weekly seminars to process the experiences.

Students will maintain a field log giving the date and a brief description of activities for each site visit.

The cooperating teacher will complete an evaluation form at the end of the placement.

Students will prepare and present a PowerPoint (or similar software) presentation focusing on lessons learned from their experiences.

Student will attend all sessions and submit all assignments for the concurrent course: Urban Education.
 

Major INTASC Principles Addressed:

Principle #1: The teacher understands the central concepts, tools of Inquiry, and the structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Assessments based on the following: seminar participation, final presentation, co-operating teacher evaluation.

Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Assessments based on the following: seminar participation.

Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Assessment based on the following: field log, seminar participation, final presentation.
 

Assessment:

Field Log 50%
Seminar Participation 25%
Final Presentation 25%
 

Types of service experiences may include:

Homework assistance Pre-school aide
Classroom aide School counselor assistant
Recreation aide
Parent group assistant
Peer mediation assistant

Bibliography

Apple, M.W. (1992). Do the standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, 412-431.

Barth, F. (1969). Ethnic groups and boundaries: The social organizational of cultural difference. Boston: Little, Brown.

Bowles, S. & Gintis, H. (1976) Schooling in capitalist America. New York: Basic Books.

Delpit, L. (1995) Other people’s children. New York: The New Press.

Fordham, S., & Ogbu, J. (1986). Black students’ school success: Coping with the burden of acting White. Urban Review, 18, 176-206.

Freeman, S. (1990). Small victories: The real world of a teacher, her students and their high school. New York: Teachers College Press.

Freire, P. (1982). Pedagogy of the oppressed. New York: Continuum.

Freire, P. (1993). Pedagogy of the city. New York: Continuum.

Gans, H.J. (1990). Deconstructing the underclass: The term’s danger as a planning concept. Journal of the American Planning Association, 56, 271-277.

Giroux, H.A. (1977). The politics of the hidden curriculum. Independent School, 37, 42-43.

Giroux, H.A. (1978, December). Developing educational programs: Overcoming the hidden curriculum. Clearing House, pp. 148-151.

Hagendorn, J. (1998). People are folks: gangs, crime, and the underclass in a rustbelt city. Chicago: Lakeview Press.

Karenga, M. (1988). Black studies and the problematic of paradigm: The philosophical dimension. Journal of Black Studies, 18, 395-414.

Katz, M.B. (1986). In the shadow of the poorhouse: A social history of welfare in America. NewYork: Basic Books.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African-American children. San Francisco: Jossey-Bass.

Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. New York: Longman.

Ogbu, J. (1978). Minority education and caste. New York: Academic Press.

Richmond, G. (1989). The failure school: Is Lowell pointing us toward a revolution in education? Phi Delta Kappan, 71, 232-236.

Shor, I. (1980). Critical teaching and everyday life. Boston: South End Press.

Sleeter, C.E. (1991). Empowerment through multicultural education (p.15). Albany: State University of NewYork Press.

Sleeter, C.E., & Grant, C.A. (1986). Success for all students. Phi Delta Kappan, 68, 297-299.