Retooled Course to Be Offered Online (Fall, 2013)

Retooled Course – To be Offered Online (Fall, 2013)

EN 284 – Language, Literacy and CommunityCarol Chandler-Rourke

Fall, 2013Office: W-6-050

Office Hours: M: 4-6 and by appointment

Email:

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Course Description

EN 284 – Language, Literacy and Community is one of two courses offered as part of the Community-University Project for Literacy (CUPL). CUPL provides an academic structure for undergraduates to work as tutors in community-based learning centers. Students who enroll in CUPL commit to tutoring forty hours each semester at a community program while attending a weekly credit-bearing academic seminar at UMass/Boston. Language, Literacy and Community will be offered in Falland Summer and ESL Tutor Training in Spring and Winter Sessions. The weekly seminars provide the theoretical and practical foundations of tutoring and a forum for students to share their tutoring experiences and explore the benefits and challenges civic engagement. Throughout the course, students are encouraged to reflect on their own educational experiences and to apply this reflection to their practice.

Course Objectives

The overall goal of the course, in regard to civic engagement and beyond the community benefits of the service component, is “to develop an increased awareness of how understanding of one’s multiple social identities can expand one’s capacity/potential to promote inward and outward change locally and globally.” Throughout the course, through real world application of theory to practice and reflection, students will explore new knowledge, skills and outcomes related to: Inter/Intra Personal Learning, Diversity Learning and Civic/Public Issues. Course objectives in these areas are as follows:

Knowledge objectives

Understanding one’s multiple social identities
Relating personal growth to community service role
Understanding of community-based learning centers, the role they play in their communities, how they define and articulate community needs and ways to address them, and the challenges they face

Skills objectives

Developing cross-cultural communication and problem-solving skills
Developing cross-cultural leadership skills
Developing strategies for engaging community in dialogue

Outcome objectives

Increased inter-intra cultural interaction for better global understanding
Expanded vision of multiple social, academic and professional identities and capacity to promote inward and outward change
Expanded understanding of community processes for identifying and addressing community needs and the challenges they face in the process

Evaluation and Assessment will include:

On-Going Student Journals
Site Evaluations
Students Evaluation of Sites
Midterm and Final Paper
Final Reflections

Course Components:

1) Tutoring at a community-based adult learning center

2) Weekly seminar at UMass.

Tutoring -Students will be assigned to work with an adult ESL or native language literacy teacher at a community-based learning center in the greater Boston area or as a tutor in a school or after-school program working with youth. The cooperating teacher or youth program coordinator and tutor will work together to determine the schedule, activities and responsibilities of the tutor. These might include small group work in or outside of the classroom, one-on-one tutoring and developing independent instructional activities or projects. In general, fieldwork activities will progress from observing to working on tasks determined by the cooperating teacher to more independent work initiated by the tutor. In any case, the tutor's role is determined according to what feels comfortable to both teacher and tutor. Tutors should follow the teacher or program coordinator’s lead and only initiate activities after discussing them with the teacher. Each student will tutor a minimum of 40 hours per semester, (preferably an average of 4 hours per week over 2 days). In addition to coursework and journals, students will keep a log of hours and tutoring session activities. The placement site will complete an evaluation for each tutor at the end of the course term. Students will also have the chance to evaluate their placement.

Seminar - The seminar is a place for sharing tutoring experiences, concerns and training needs. Students will be engaged in activities that involve reflecting on educational histories and learning experiences. Throughout the course, tutors will have the opportunity to pose problems of practice. Weekly readings, discussions and participatory educational activities will support the tutoring fieldwork; students will be required to keep a weekly journal on each tutoring session and participate actively in on-line discussions.

Course Requirements

Tutoring: The most important requirement is that tutors treat their tutoring like a job. This means never missing a tutoring session (except for illness); always notifying the placement site if you cannot be there; being on time and prepared for tutoring. The students and teachers that you work with will depend on you; it is therefore critical that you demonstrate consistency, commitment, and dependability and cooperate fully with your supervising teacher or site coordinator. Students are required to keep a log of time and activities for each tutoring session.

Seminar: As the seminar meets online and only once per week, it is necessary to attend all meetings. More than one absence will have a negative impact on a student’s grade and any student who misses more than 2 seminars will be asked to withdraw from the course. A total of 2 late arrivals to class will be considered 1 absence. Academic requirements include: weekly journals, a 4-6 page mid-semester paper relating the readings to a personal learning experience and a final semester project which will consist of a 6-8 page paper and class presentation.

In order to succeed in the course, it is important to keep in mind the following:

Attendance and preparation for class are necessary requirements and will be considered as part of your overall evaluation. Students are responsible for all classwork covered during absences. Students with chronic absences or tardiness will not pass the course.

All course materials need to be read carefully, critically and reflectively; this includes taking notes and writing thoughtful journal responses for assigned readings and tutoring sessions.

All assignments, including reading assignments, essays and weekly tutoring journals must be completed on time; homework assignments may never be completed during class time; late assignments will not receive full-credit. Students must submit assignments on the due date regardless of absence or the assignment will not receive full credit.

Email papers will only be accepted in the case of an emergency.

Class participation is an important part of overall evaluation; it includes: coming to class prepared, completing all reading and writing assignments, making thoughtful contributions to class discussions, listening carefully to classmates, and actively engaging classmates in discussion of readings and tutoring experiences. Students may not use cellphones during class and use of cell phones will result in automatic lowering of the student’s grade. All electronic devices must be in mute or off mode and out of sight. Texting during class is not allowed.

EN 284 –Language, Literacy and Community

Course Outline

Week 1Getting Started

Course Overview and Requirements

Review Syllabus

Introductions

Placement Updates

Discussion and Tutor Sharing:Initial Fears, Questions, and Expectations;

Past Experience with Tutoring (Letters to New Tutors)

Orientation – Community-Based Youth Development

Weeks 2 - 3Who Are the Students?

Readings: “School Bridge: Reflections of a New Teacher,” Hong Ngo;

Malcolm Knowles, Informal Adult Education, Self-Direction and

Andragogy; Andragogy/Pedagogy Chart; Nina Wallerstein, “Who Are the

Students?” from Language and Culture inConflict

Activities: Life Journeys, Sharing Journals

Discussion: Similarities andDifferences between Teaching Adults and Children

Other: Student Facilitated Response to TED Talks: "What Adults Can Learn from Kids, AdoraSvitak"and “Every Kid Needs a Champion,” Rita Pierson (Videos)

Journal Reflection: Initial Impressions/Description of Placement Sites and Initial Tutoring Experiences

Weeks 4-5Learning and Teaching

Readings: excerpts from Neilson, "Critical Thinking and Reading;” Paulo Freire, excerpts from Pedagogy of the Oppressed

Activities: Teaching/Learning: Two Views/ Classroom Skit, Teaching Activity; Sharing midterm papers and completing peer review/response

Discussion:Sharing Negative and Positive Learning Experiences; How do our reflections on our own learning experiences inform our practice in regard to effective and ineffective learning and teaching?

Other: Student Facilitated Response to TED Talks: "A New Paradigm for Education," Ken Robinson, “We Need Good Schools in All Neighborhoods, Pearl Arendondo(video)

Journal Reflection: Sharing Observations/Tutoring Experiences

Other Assignments: Learning Experience Paper #1 Due

Weeks 6-7Language and Literacy Acquisition

Readings:Comparing First and Second Language/Literacy Acquisition

“From the Mouths of Babes,” Fromkin; Monica Collingham, “Making Use

of Students’ Linguistic Resources”

Activity: For and Against Continuum:Role of the Native Language in Teaching ESOL

Discussion: Child and adult language learning

Journal Reflection:Tutoring Experiences and Role of L1 in L2 Learning

Weeks 8-9 Methods and Materials: What Works, What Doesn't and How

Do You Know?

Readings: Readings: “Characteristics of a Good Facilitator”

fromLiteracy for Empowerment (ACBE)

Activities: Dialogue Journals and Language Experience Approach

Activity: Exchange Journals

Discussion: Sharing Methods and Materials from Practice and Exploring New Approaches; Evaluating Benefits and Challenges of New Approaches

Other: Student Facilitated Response to TEDTalks: "The Danger of a

Single Story," AdichieChimamanda and “Quite: the Power of Introverts in

a World that Can’t Stop Talking,” Susan cain.

Weeks 10-11 Posing Issues from Practice

Interpersonal skills and challenges

Helping adults/youth meet their goals

Other issues from tutors' practice will be discussed

Preparing Final Papers and Presentations

Week 12-13Civic Engagement - Assessment and Evaluation

Civic Engagement and Civic Learning Outcomes: Tutor Evaluations, Site

Evaluations, Course Evaluations

Weeks 14-15Putting it All Together

Final Papers and Project Presentations

Week 16Final Reflections

Assignment Submission Format

All written work (with the exception of in-class writing) must be typed, double-spaced, in 12 pt. font, with 1” margins and stapled. Journals must include your name, date, topic, course number and title on the top of the page. All essays (including drafts) must also include my name and all the above information on a title page. Work that does not follow this format will not receive full-credit.

Grading Policy

The following is a breakdown of how I will evaluate your final grade for the course:Final project paper and presentation (30%); Midterm paper (20%)

Tutoring/Journals assignments (30%) - submissions are required weekly

Class participation (20%) - includes preparation for class, contributions to class discussion, attendance, timeliness, and civility (see below)

Ross Center for Disabilities:

“If you have a disability that may affect your performance in this class, please know that UMass Boston has resources that can help you succeed in your coursework. Please contact the Ross Center for Disabilities (Campus Center UL211) to receive official university services and accommodations; they will provide you with documentation that you then bring to your instructor.” Ross Center website:

Other

Plagiarism: “Plagiarism is defined by UMass Boston’s Code of Student Conduct: ( an act of academic dishonesty, plagiarism can include actions such as presenting another writer’s work as your own work; copying passages from print or internet sources without proper citation; taking ideas off the internet, modifying them, and presenting them as your own; or submitting the same work for more than one course. If you plagiarize, you will fail this course. Plagiarism cases will be referred to the Chair of the English Department. Also note that plagiarism can result in further academic sanctions such as suspension.”

--Code of Student Conduct:

Incompletes: “Incompletes are rarely offered, as they are reserved for students who are unable to complete a small portion of the course at the end of the term due to an extreme circumstance such as illness. Incompletes are not allowed to replace a significant amount of coursework or absences. If you are awarded an Incomplete, you must sign a contract with your instructor outlining the work to be done and work due dates. Although an INC automatically turns into an F after a year, your Incomplete work will typically be due before the year’s end. ”

--Incomplete policy:

Civility in and out of the classroom: “An educational institution is a unique cultural space: here, the open sharing of ideas is not only possible, but valued above all else. Intellectual exchange depends on showing respect for your instructor and peers, taking responsibility for your own course contributions, and demonstrating a mature understanding that learning can involve disagreement over ideas and assessment. If you engage in uncivil behavior, such as making inappropriate comments to your professor or fellow students in the classroom, out of the classroom, or via email or social networking sites, you can be referred to the Chair of the English Department for sanctions that can include the lowering of your course grade. You can also be referred to the Dean of Students.

SUMMER, 2013 New Course – Online (Pilot)

EN 284 – Language, Literacy and CommunityCarol Chandler-Rourke

Fall, 2013Office: W-6-050

Office Hours: by appointment

Email:

EN 284 – Language, Literacy and Community is one of two courses offered as part of the Community-University Project for Literacy (CUPL). CUPL provides an academic structure for undergraduates to work as tutors in community-based learning centers. Students who enroll in CUPL commit to tutoring forty hours each semester at a community program while attending a weekly credit-bearing academic seminar at UMass/Boston. Language, Literacy and Community is offered in Fall and Summer and ESL Tutor Training in Spring and Winter Sessions. The weekly seminars provide the theoretical and practical foundations of tutoring and a forum for students to share their tutoring experiences and explore the benefits and challenges civic engagement. Throughout the course, students are encouraged to reflect on their own educational experiences and to apply this reflection to their practice.

Course Objectives

The overall goal of the course, in regard to civic engagement and beyond the community benefits of the service component, is “to develop an increased awareness of how understanding of one’s multiple social identities can expand one’s capacity/potential to promote inward and outward change locally and globally.” Throughout the course, through real world application of theory to practice and reflection, students will explore new knowledge, skills and outcomes related to: Inter/Intra Personal Learning, Diversity Learning and Civic/Public Issues. Course objectives in these areas are as follows:

Knowledge objectives

Understanding one’s multiple social identities
Relating one’s personal growth to community service role
Understanding of community-based learning centers, the role they play in their communities, how they define and articulate community needs and ways to address them, and the challenges they face

Skills objectives

Developing cross-cultural communication and problem-solving skills
Developing cross-cultural leadership skills
Developing strategies for engaging community in dialogue

Outcome objectives

Increased inter-intra cultural interaction for better global understanding
Expanded vision of multiple social, academic and professional identities and capacity to promote inward and outward change
Expanded understanding of community processes for identifying and addressing community needs and the challenges they face in the process

Course Components:

1) Tutoring at a community-based adult learning center

2) Weekly seminar at UMass.

Tutoring -Students will be assigned to work with an adult ESL or native language literacy teacher at a community-based learning center in the greater Boston area or as a tutor in a school or after-school program working with youth. The cooperating teacher or youth program coordinator and tutor will work together to determine the schedule, activities and responsibilities of the tutor. These might include small group work in or outside of the classroom, one-on-one tutoring and developing independent instructional activities or projects. In general, fieldwork activities will progress from observing to working on tasks determined by the cooperating teacher to more independent work initiated by the tutor. In any case, the tutor's role is determined according to what feels comfortable to both teacher and tutor. Tutors should follow the teacher or program coordinator’s lead and only initiate activities after discussing them with the teacher. Each student will tutor a minimum of 40 hours per semester (30 hours in Summer and Winter sessions). In addition to coursework and journals, students will keep a log of hours and tutoring session activities. The placement site will complete an evaluation for each tutor at the end of the course term. Students will also have the chance to evaluate their placement.

Seminar - The seminar is a place for sharing tutoring experiences, concerns and training needs. Students will be engaged in activities that involve reflecting on educational histories and learning experiences. Specific tutoring techniques will also be demonstrated and tutors will have the opportunity to pose problems of practice. Weekly readings, discussions and participatory educational activities will support the tutoring fieldwork; students will be required to keep a weekly journal on each tutoring session and to participate actively in on-line discussion.

Course Requirements