African Children in Portland

Padbury Spring 2014

AFRICAN CHILDREN IN PORTLAND

UNST 421-519CRN #64093

SPRING 2014CLASS MEETINGS: M 10:15-12:35

JENNA PADBURY MA

EMAIL: PHONE: 971-303-8694

Note: I typically check email in the morning sometime before 11:00 am and late afternoon. I often respond to phone calls the same day and might take until 8:00 pm or so to do so. Please avoid texting. If you do text if the answer is more than yes/no expect a phone call or email in response. You are welcome to call when you need to. I turn off my ringer when I am not available. I prefer a detailed voicemail that includes any times you know you will not be available to talk if we need to have a conversation. Please be mindful—look at assignments in advance. When contacting me about assignments plan for a 24-hour response time and do not anticipate a response over the weekend.

Office Hours: I am not available immediately before or immediately after class on Mondays. I anticipate being on campus Monday-Thursday. 12:30-1:30 Tu, Wed., Thurs. are likely the easiest times to meet face to face. We can arrange a phone appointment as well.

COMMUNITY PARTNERS:

KATERI PARK APARTMENTS:

Elisabeth Gern (971-344-8954);

GROUT ELEMENTARY:

Susan McIlroy (503-916-6209);

COURSE DESCRIPTION:

This capstone offers PSU students training and experience in cross-cultural communication and refugee assistance through tutoring and mentoring K-8th grade children in Portland Public schools. Through this experience PSU students will learn about immigration, refugee resettlement, African children, and the educational obstacles that English learners face. This course is taught in a hybrid format involving weekly use of PSU’s online platform, Desire to Learn.

COURSE OBJECTIVES:

1) Students will be able to communicate effectively in a cross-cultural setting

(UNST Goals: Communication, Variety of Human Experiences)

2) Students will present their ideas effectively in writing and class discussion

(UNST Goals: Communication, Critical Thinking)

3) Students will assess issues that affect culturally diverse populations anddevelop constructive approaches to working with cultural difference

(UNST Goals: Variety of Human Experiences, Critical Thinking)

4) Students will understand their role and responsibility in issues that affect refugee populations

(UNST Goal: Social and Ethical Responsibility)

INSTRUCTIONAL METHODS:

The goal of our time together will be to facilitate collaborative inquiry, reflection, and reasoning consistent with the UNST goal of critical thinking and the skills employers expect for the 21st Century workplace. The traditional lecture format will be limited.Often our class will proceed from your reflection on your community experience and course materials in addition to small group response to an initial question. For those well adapted to the traditional lecture format this can be disconcerting and even lead to questions about what one is learning since one is not being tested on lecture material. Please be patient with this discomfort and come to class prepared for vigorous engagement.

INSTRUCTOR’S RESPONSIBILITY:

-Develop course materials and stimulate reflection to help students meet personal learning goals as well as course objectives.

-Communicate with the community partners to ensure an optimal learning experience for students.

-Develop a system of assessment that will ensure students’ accountability to each other, the university, and the community partners for meeting course objectives.

-Ensure that capstone collaboration serves the needs of the community partners and the children they are supporting.

-Create a classroom environment of open inquiry and mutual learning where all views and experiences are treated with respect.

COMMUNITY PARTNER’S RESPONSIBILITY:

-Provide a meaningful opportunity for students to meet UNST goals and course objectives.

-Co-ordinate, monitor, and assist students to facilitate a productive tutoring experience.

-Communicate regularly with capstone instructor to ensure that the service experience is productive and to provide fair feedback for grading purposes.

STUDENTS’ RESPONSIBILITY:

-Complete all course assignments and actively engage in classroom and online discussions.

-Abide by the volunteer policies of Grout Elementary andCatholic Charities

-Maintain contact with the instructor through weekly notes on their tutoring sessions.

-Actively participate in the course through regular interaction with Desire to Learn (D2L) site.

-In the event of illness or emergency notify instructor, reschedule tutoring time and work with classmates to obtain the necessary information shared in class.

Written assignments and web tutor notes are subject to review by the community partners unless the individual student requests private communication.

Students shall inform instructor and community partner immediately of any circumstances that may affect their completion of the responsibilities associated with the class. If these circumstances are not discussed in a timely manner the student assumes the responsibility for full completion of all assignments at the specified date.

Students who request accommodation because of a disability may register with the disabilities office at PSU and relay the proper authorization from the office to the instructor so that accommodations can be made.

In order to maintain a productive atmosphere in the PSU classroom and during tutoring sessions:

-On-time arrivals and departures are necessary and will be reflected in the grade.

-Presence and Participation matter.

Use courtesy and discretion with electronic devices (laptop computers, cell phones). They are appropriate only for class purposes or emergency.
Place your full attention on the person speaking or the student you are tutoring.

-Engage in civil and respectful discourse, and call our attention if this is not occurring.

ASSIGNMENTS:

-Course reading materials

-Attendance and participation in classroom activities

-One type written, double-spaced, maximum 5 page critical reflectionturned in via D2L

-Participation in tutoring, including weekly tutor notes (about 4 hours/week)*

-Participation in weekly online postings in response to the course reading*

-One precis turned in via D2L

-Three brief summaries of cultural orientations turned in via D2L

ASSIGNED READINGS:

Strength in What Remains, 2009 Tracy Kidder

City Kids/City Schools: More Reports from the Front Row, 2008ed. William Ayers (selections)

Capstone Handbook—available through instructor

-Electronic copies on D2L:

“21st Century Schools”

Cultural orientations from cal.org/co/publications (Somali’s, Somali Bantu, Muslims)

Somali Youth Report

“10 Things Mainstream Teachers Can Do Today”

“Tutoring Tips”

“What Makes a Good Teacher?”

GRADING:

-Participation in tutoring (40 pts.)

-One precis, one critical reflection, three cultural orientation summaries (15 pts.)

-Participation in weekly “Teaching and Learning” discussions on D2L (15pts.)

-Tutor Notes and Responses (12 pts.)

-Class attendance and participation (15 pts.)

-Final in-person reflection with instructor (3 pts.)

At the end of the course each student will construct a self-evaluation of the above elements utilizing the attached rubric. This will be reviewed with the instructor for accuracy and honesty.

TUTOR NOTES:

Tutor notes on D2L are an essential means of monitoring and documenting your work with the children as well as providing feedback. They must be completed on a weekly basis in the format described in the weekly tutoring prompt. Unless there is a specific prompt for the tutor notes you should include the following:

-Name of the child/children you worked with and their grade

-Summary of your tutoring activities for the week

-Assessment of the results your support had for each child with whom you worked

-What you learned from your tutoring activities and what you want to improve/continue for next time

Tutor notes are due no later than midnight on Friday and responses are due no later than midnight on Sunday. If there was an emergency that precluded your participation you must note this in the tutor notes and still respond to other tutors’ postings. Missed tutoring sessions must be made up by finals week.

ONLINE TEACHING AND LEARNING DISCUSSIONS:

Learning from the two main texts will be assessed and shared through weekly posting and discussion on the D2L site. Students are responsible for keeping current with the course reading, posting insights on D2L, and responding to the postings of other students. Postings will be due no later than midnight on Fridays the week that the assignment is due and responses to classmates’ postings will be due no later than midnight on Sunday.

For Teaching and Learning discussions each week:

-Describe one idea or quote you would like to remember from this article and why you chose it

-Cite areas of agreement or disagreement with the article

-Discuss how this relates to our community work

-Respond to the posting of another student(s)

PROJECTED COURSE SCHEDULE

3/31-6/6

Week IIntroduction and Orientation to Course

3/31/14Video: “The Danger of the Single Story” (TED Talks)

Teaching and Learning: Online Discussion

Read: “21st Century Schools” (REMINDER: Due by Friday and Sunday)

Week II10:30-12:00 ORIENTATION AT GROUT ELEMENTARY OR KATERI PARKAPARTMENTS

4/7/14Due by end of day: Critical Reflection: Grounding (via D2L);

Read “Capstone Handbook”;

Complete profile for D2L including photo

Teaching and Learning: Online Discussion

Read: “Nice White Teacher Lady” (Ayers Introduction);

“What Makes a Great Teacher?” (D2L)

Tutor Notes & Discussion

Week IIIWhat Are Current Patterns of Immigration? What is the

4/14/14Difference Between An Immigrant and a Refugee?

Activities: Knowing and Sharing our own story

Questions and Answers about Immigration;

Information about Refugees

Teaching and Learning: Online Discussion

Read: “Building Community from Chaos” City Kids, City Schools p. 60-73

Tutor Notes & Discussion

Week IVHow Can Schools Support Immigrant Children?

4/21/14Activities: Discussion of the academic potential of immigrant youth and how to build English fluency.

Powerpoint: “ELL Proficiency Levels”

READ in advance: “10 Things Mainstream Teachers Can Do Today” (D2L); “25 Tips for Tutors” (D2L)

Teaching and Learning: Online Discussion

Read: “Education and the New Urban Workforce in a Global City”

City Kids, City Schools, p. 273-286

Tutor Notes & Discussion

Week VStarting Time: 10AM

4/28/14Activities: Check-in with Community Partners

Read in advance: “Somali Youth Report (D2L)

DUE: Precis: Somali Youth Report(Due on D2L by beginning of class)

Teaching and Learning: Online Discussion

READ: “Lessons from Teachers”: City Kids, City Schools, p.113-135

Tutor Notes & Discussion

Week VIWhy Are There Refugees From Somalia?

5/5/14What is the Current Situation in Somalia?

Activities: Discussion of Cultural Orientation

Read in Advance: “The Somalis” (D2L)

DUE: Cultural Orientation Summary: Somalia (Due on D2L by beginning of class)

Teaching and Learning: Online Discussion

“NCLB’s Selective Vision of Equality” City Kids, City Schools p.219-226

Tutor Notes & Discussion

Week VIIWho Are the Bantu and Why Are They Fleeing Somalia?

5/12/14Read in Advance: Bantu Cultural Orientation (D2L)

VIDEO: “Rain in a Dry Land”

DUE: Cultural Orientation Summary: Bantu(Due on D2L by beginning of class)

Teaching and Learning: Online Discussion

Option 1: “What Teachers Need to Know About Poverty”:

City Kids, City Schools p. 184-194

Option 2: “DesdeEntonces, Soy Chicana: A Mexican Immigrant Student Resists Subtractive Schooling”:

City Kids, City Schools p. 178-183

Tutor Notes & Discussion

Week VIIIWhat Are Unique Issues of Muslim Immigrants and How Can I Help?

5/19/14Video: “A Land Called Paradise”; “Inside Mecca”

Audio: “Who Speaks for Islam?”

Read in Advance: Muslim Families Cultural Orientation

DUE: Cultural Orientation Summary: Muslim Immigrant Families (Due on D2L by beginning of class)

Teaching and Learning: Online Discussion

Read: Strength in What Remains, pt. 1

Tutor Notes & Discussion

Week IXNO CLASS MEMORIAL DAY

5/26/14Teaching and Learning: Online Discussion

Read: Strength in What Remains, pt. 2

Tutor Notes & Discussion

Week XHealing for Refugees

6/2/14Video: “God Grew Tired of Us”

Activity: Grading Self-Assessment

Due by Thursday 6/6/14: Final In-person Reflection with Jenna

Finals Week: Nothing Scheduled

ASSIGNMENT DETAILS

DUE By Beginning of Class Week 2

CRITICAL REFLECTION—Grounding Yourself in the Course

Step 1: Probably a minimum of 30-45 minutes for this step.

Prepare for writing a critical reflection by thinking or jotting ideas about the following:

Recall your own earlier school and learning experiences. Highlights, low moments, challenges that stick-out in your memory. What messages, ideas, and beliefs do you have about school and schooling? Who are you? From where do you come? What makes you…you?

Recall your PSU learning experiences up until this course. What is your major? Review the UNST cluster courses you’ve taken. What topics did they cover? (Seriously…stop, pause, and review these!) What skills, ideas, and knowledge do you have now that you didn’t have at the beginning of the time of your undergrad experience?

Review the syllabus for this course. Look over the texts, the goals, objectives, handbook and assignments. What is interesting you in this capstone? What questions and/or challenges are coming to mind and heart—about the topics, about logistics, about assignments, about community service-learning?

What experiences have you had that might positively impact your participation in this course overall and specifically your service-learning? What personal strengths or life experiences do you bring to this capstone and how might they benefit you and/or your classmates and/or your community service partner?

Step 2: Written Critical Reflection—maximum of 3 pages—fewer is quite acceptable.

Write a thoughtful and compelling essay or poem that incorporates relevant thoughts, feelings, and experiences that were elicited during Step 1. If you choose to write poetry please write a brief explanation (e.g. symbolism used, reason behind specific word choice) OR request a short meeting with me on the day it is due to briefly discuss it. The written reflection should not attempt to incorporate every prompting question listed in Step 1. Rather, use the prompts from Step 1 to recognize important themes, key ideas and noteworthy experiences.Present and explore these as they relate or might relate to your upcoming experience of this course.

PRECIS FORMAT (one page)

Name:Date:

Title:

Summary (one paragraph):

Key quote:

Why I chose this quote:

Personal response to the material (agreement/disagreement/insights/relevance to this course/relevance to other areas of your life):

Questions I want to explore:

CULTURAL ORIENTATION SUMMARY (ONE PAGE)

Name:Date:

Title:

Summary (5-6 Most Important Issues Addressed)

Key Quote:

Why I chose this quote:

Personal response to the material (agreement/disagreement/insights/relevance to this course/relevance to other areas of your life):

Questions or issues I want to explore further:

GRADING RUBRICS

TUTORING:

40ALWAYS

Attends tutoring sessions on time; absent only in emergency with notice and reschedules

Active and engaged with students, identifying academic issues and offering effective assistance

Follows volunteer policies; accepts guidance and makes appropriate adjustments;

Communicates with teachers and staff appropriately

30USUALLY

Attends tutoring sessions on time; absent only in emergency with notice and reschedules

Active and engaged with students, identifying academic issues and offering effective assistance

Follows volunteer policies; accepts guidance and makes appropriate adjustments;

Communicates with teachers and staff appropriately

20SOMETIMES

Attends tutoring sessions on time; absent only in emergency with notice and reschedules

Active and engaged with students, identifying academic issues and offering effective assistance

Follows volunteer policies; accepts guidance and makes appropriate adjustments;

Communicates with teachers and staff appropriately

10RARELY

Attends tutoring sessions on time; absent only in emergency with notice and reschedules

Active and engaged with students, identifying academic issues and offering effective assistance

Follows volunteer policies; accepts guidance and makes appropriate adjustments;

Communicates with teachers and staff appropriately

TUTOR NOTES:

15ALWAYS

On time with all notes