Marietta College Education Department - Educators as Leaders for 21^st Century Schools

Educators as Cross Cultural Leaders

EDUC 457/657

Education Department of Marietta College and McDonough Leadership Program

Summer of 2007

THE Emerald City

(Sydney Australia)

Instructor(s):

Dr. William M. Bauer Contact Information: 740-376-4768 bauerm@marietta.edu

Course Description:

This course is an in-depth, cross-disciplinary study of cultural similarities and differences in the United States and in areas across the world. A three-week study abroad period will bring students into intensive contact with people in the Mediteranean. This course will also serve as a global or diversity requirement. The influence of socio-identities (e.g., race, ethnicity, religion, gender, socioeconomic status, and sexual orientation) on individuals functioning, concerns, and the education will be explored.

Purpose

The purpose of this course is to provide students with an opportunity to experience other nations and their multiple cultures in person via a three-week period of study abroad. Students will compare cultural diversity in general ways and will examine particular cultural differences and similarities in the American and international context. An emphasis will be placed on cross-cultural understanding, expecially in educational settings. Students will be challenged to more fully develop their cultural competence enabling them to work more effectively as teachers in a pluralistic society.

Required Texts/Readings: The Lonely Planet (The Travel Book)

Dreamkeepers

Live-Text -Must be purcahsed before leaving for the trip. 79.00 see Linda Gorman.

Recommended reading lists will be supplied as the course proceeds.

Course books are located in the Bookstore.

Course Objectives	Program Outcomes Addressed	Teacher as Leader Framework Component	INTASC/ Ohio Standard	Assessment
Knowledge of American and global perspectives on gender issues, cultural conflict, race and ethnicity, immigrants, class, sexual orientation, sectarianism, youth problems, unequal opportunities, religious perspectives, social services, and the role of education	K-1 K-3	II III V	C D I	Participation, Book Reports, Lesson Plans
Awareness of own cultural values and biases (i.e., appreciate the influence of one’s own cultural heritage upon the self; understand how your own heritage and the heritage of others impacts your membership in national and global societies).	K-2 S-5 S-6 S-7 S-12 S-13	III IV	B C	Reflections
An understanding of the complexity of human relationships among people of differing backgrounds and how these differences impact the helping relationship	S-5 S-6	I IV	B C G	Relfections, Immersion project
Knowledge of culturally-appropriate intervention strategies	S-5 S-6 S-12 S-15	I II III	A B H	Presentions, Book Reports
Reflect in written form via journal and oral presentations key learnings of the study abroad	S-13	II VI	H I	Power point Presentations and Reflections
Demonstrate knowledge of the geographical, historical, and cultural background of the places to be visited				Class participations, Power point Presentation , Lesson Plans
Reflect on their own cultural values and assumptions as they experience other cultures				Reflective Porfolio
Demonstrate increasing and deeper awareness of both the differences and interconnections among cultures				Reflection Portfolio and Presentations
Apply knowledge and expernces gained from the course to the educational setting of the US				Presentations Lesson Plans
Share knowledge and insights with others				Presentations

Marietta College Education Program Dispositions Addressed in this Course:

The student will:

1. Demonstrate responsible and ethical professional behavior.
2. Respect cultural diversity.
3. Appreciate diversity in student backgrounds, experiences, and abilities.
4. Exhibit a belief that students can learn and perform in the world of work.
5. Exhibit a willingness to collaborate with peers and professional colleagues to enhance professional growth and opportunities for student learning.
6. Appreciate the role of families in facilitating student learning.
7. Exhibit a willingness to try new methods and technologies to enhance student learning.
8. Exhibit a positive attitude toward learning as an ongoing life-enriching process.
9. Demonstrate a willingness to assume leadership roles in the college and P-12 classroom.

Technology Components:

1. Perform a PowerPoint presentation on an individual project

2. Identify technologies and assistive technologies and lack of technologies used in global educational settings.

3. Use World Wide Web in identifying resources utilized in global educational issues.

4. Utlize Google Earth in Presentations to Children

Diversity/Multiculturalism: Dr. Bauer and Dr. Erb will:

1. Remind students that contributions to the classroom should be made from diverse people to solve educational issues that could affect the teaching field.

2. Make a special effort to invite diverse mentors in the teaching field.

3. Provide an atmosphere where all students are comfortable to express their thoughts and beliefs.

4. Use a variety of teaching styles (modes) to address a diverse classroom.

5. Encourage teams or groups within the classroom that foster mutual respect and cooperation.

6.Offer a chance for students to meet with them after class to discuss issues or assignments they may not have understood.

Class Attendance and Participation

As a 400 level and Master's level course, you will be asked to actively participate in class discussions, offer insight and reflect. 10 points will be deducted from this section for every missed session. For example, 10 x 15 meetings= 150 points. Also, students must attend focus groups before and while studying abroad those dates will be announced at a trip pre-meeting. A total of 37 contact hours will be required for all 3 credit hour courses.

Special Needs/Accommodation Policy:

Students who believe that they may need accommodations due to a documented disability should contact the Academic Resource Center (Andrews Hall, Third floor, 376-4700) and the instructor as soon as possible to ensure that such accommodations are implemented in a timely manner. You must meet with the ARC staff to verify your eligibility for any accommodation and for academic assistance

Policy on Cheating and Plagiarism:

"Academic dishonesty within the academic community is a very serious matter, because dishonesty destroys the basic trust necessary for a healthy education environment. Academic dishonesty is any treatment or representation of work as if one were fully responsible for it, when it is in fact the work of another person. Academic dishonesty includes cheating, plagiarism, theft, or improper manipulation of laboratory or research data or theft of services. A substantiated case of academic dishonesty may result in disciplinary action, including a failing grade on the project, a failing grade in the course, or expulsion from the College" Academic dishonesty in a Master’s degree program is a very serious matter and will more than likely cause an expulsion from the College( Marietta College Graduate Programs, 2005-06Catalog,   p. 34).

Course Sequencing & Prerequisites

Junior or Senior level teacher education major or Master's of Education student. Must be accepted or Permission of Instructor

ALL ASSISGNMENTS WILL BE PLACED IN LIVETEXT USING A PORTFOLIO FORMAT.

Grading

Grades will be based on mastery of the course objectives as demonstrated by the completion of all course requirements/assignments. Late assignments will not be accepted.

Assessment Outcomes:

Course Requirements	Assessment
Participation and Attendance 15 (1 pt. each session)	Attendance Chart
Reflective Portfolio (must be entered on Livetext) Pictures, Streamline videos, text. What has been learned? What implications are there for teaching? (30 pts) Dr. Bauer will hand out a journal for you to start this process.	Portfolio Rubric
Ethnic Cultural Identity Presentation (on campus or public school) (30 pts)	Power Point presentation to Peers, College and Community or Public School Children
1 Book report (30 pts)	Paper Completed-Rubric APA Style
Immersion Activity and Reaction (15 points)	Activity Completed and Reported
Lesson Plan (s) (30 points)	Lesson Completed
All assignments are to be entered on Livetext.

Grading:

The grades in this class are based on percentages. In this way, students will know how close they are to moving up a grade or slipping down a grade. Percentage points are absolute and non-negotiable.

97% - 100% A+ 83% - 86% B 70% - 72% C-

93% - 96% A 80% - 82% B- 67% - 69% D+

90% - 92% A- 77% - 79% C+ 63% - 66% D

87% - 89% B+ 73% - 76% C 60% - 62% D-

Below 60% F

Class Schedule:  (Pre-Departure lectures 4-5:30 p.m.)

Date	Topic to be Addressed	Readings	Assignments Due
	.
	De-Briefing Sessions (During trip)

Course Requirements

1. Participation. Participation is a measure of class attendance, preparation for class (i.e., completing readings and assignments) and participating in activities in the classroom and abroad. Since class will “formally” meet on campus only a limited number of times (meetings before the trip to and one meeting after) students are expected to attend ALL classes. Students will sign attendance sheets for each class. In addition, students will be assessed on their level of participation and conduct/behavior/demeanor throughout the scheduled seminars/activities in Rome, Greece and Egypt. 15 points

2. Reflective Portfolio Entries. The journal consists of BRIEF entries in response to each class session, each reading (e.g., each text chapter), and entries during the trip. Journal entries typically include your written personal reactions to the class sessions; written 'nuggets' which consists of key ideas, uncertainties, and/or disagreements from every reading. A nugget is your chance to actively confront the material, emotionally or analytically. Be reflective and honest. The journal will not be graded for 'correctness' rather, your honest and open effort to confront the material and to integrate these approaches to helping will be evaluated. Learning involves intellect and emotion (frequently called 'affect'). The journal can be a blend of both. Students will discuss their journal summaries in class.Periodic review of the journal will happen during the trip by the instructors. The journal is due a week after the culmination of the trip activities. .The instructor will give the the suggested Live Text Template to the student prior to the trip. Pictures, streamline videos are encouraged.

3. Ethnic Cultural IdentityPowerpoint Presentation. Students will reflect on their chosen ethnic culture(s) through a 'formal' 20-minute presentation. Students must make reference to at least two different sources in their presentation. Visual aids, videos, slides, handouts, ethnic food, and/or other creative means of presenting the material are highly recommended. Students will be present on their country selected. Include (not necessarily in this order):

• Your current understanding of your chosen ethnic culture;
• its characteristics;
• its influence on how you think and act,
• compare and contrast to the United States educational system.
• a comment on how close you are to this/these culture(s) and how it/they affect(s) you;
• a description of one moment or time (specific or general) when you became aware of your chosen culture both abroad and here in the US
• other influences such as social class, race, and religion can be included.
• include artififacts, pictures, etc

Presentation must be entered on LiveText. Predetermined template has already been developed by Dr. Bauer.

4. Conflict Resolution Paper (for graduate students only).

Graduate students will produce an additional 2 -- 3 page paper that explores an education or counseling program or intervention aimed at conflict resolution. The program/intervention can be designed by the student or can be a report of an existing program/intervention in which case the student must cite references. Graduate students will orally share (this “sharing” will not be graded) the key points of their program/intervention for 3-5 minutes in class on ________. The papers are due at this time as well.

5. Presentation at Symposium

Student will develop a Presenation centering around the United States Educational System and present it to the audience at United States Educational System Symposium in Sydney, Australia. MacQuarie University.

6. Plunge (Immersion) Activity and Reaction Paper.

Students will participate in one activity, of at least one-hour duration in which they personally experience a culture different from their customary one in any social group. This 'plunge' must occur during the period of study abroad in Australia. The activity itself may include of the following two dimensions:

• At least one hour participation in an activity of the group (e.g., religious event, mediation, social activity, meeting, work groups. etc.).
• A conversation or an interview with a person from that group in which you ask about the nature of the group, the current activity, the importance of the activity and group to the person, and how this group is seen by other members of the society.

After the plunge experience write up a 2-page, typed, double-spaced 'reaction paper' (i.e., personalized, not requiring library research) in which you briefly report on (1) your experience, particularly focusing on responses and (2) the interview with the group member or members. The plunge reaction paper is due on Livetext.

7.Book Reports:

Students will select the one assigned book and provide a book report on Livetext. Dr. Bauer will approve the book. Make sure the books relate to your subject and area of teaching.

8.Lesson Plans and Presentation to Classroom Students.

Students will enter data in an already pre-developed lesson plan supplied by Livetext. The Plan must follow ODE, NCATE guidelines. Students may enter the data at any time on Livetext. Student will teach this lesson upon return to the US at a classroom in the Marietta Community.