Human Relations for the Classroom Teacher

07B:180:A05

Fall 2006

Mondays, 7:00 p.m. – 9:30 p.m.

N221 LC

Instructor:  Ryan Wells

Office:  N498 LC

Office Hours:  Thursdays, 12:00 p.m. to 2:00 p.m., or by appt.

E-mail: ryan-wells@uiowa.edu

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The focus of this course, which is required for teacher certification, is on social factors such as discrimination, diversity, equity, racism, sexism, and ethnic and socioeconomic pluralism and their influence on American schools and classrooms. The class is limited to persons who plan to obtain a teaching certificate or who are required to have the course because they will be working in schools.

The State of Iowa defines the objectives of this course as follows:

Objectives
 

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Course Requirements:

1.      Participation: (20%)

Participation is the most important aspect of this class, and is weighted accordingly.  In some classes, you may be able to learn adequately by reading the textbook and doing the homework, but this is not one of those classes.  We attempt to tackle some difficult issues and the only way that you can get the full impact of what is covered in this class to take part in the discussions.  Our individual thinking is affected by what others in the class think, and likewise, the others in the class will benefit from your contributions.  This has several components:
 

2.      Cultural Exchange Project: (10%)

I will help you to arrange to spend one hour per week, for a total of 6 hours, throughout the semester working with international students in English as a Second Language classrooms. Once you have completed 6 hours of participation, you will write a 3-4 page (typed, double-spaced, 12-pt font, 1-inch margins) paper about the experience.  Papers should concentrate on: (1) what you knew and assumed before the experience, (2) what you learned from the experience, and (3) how you can use what you learned from this experience in your future career.

3.      In-Class Essays: (10%)

As indicated on the course schedule, you are required to write 2 short in class essays during the course of the semester. The topics for these essays will be given at the time when they are assigned.  No advance preparation is necessary for these assignments.

4.      Reflection Essays: (15%)

You are required to write 2 reflection essays during the course of the semester.  These papers are to be 3-4 pages in length, typed, double-spaced, 12-pt. font., 1-inch margins.  You are able to choose which subjects you want to write these papers about, based on the main themes that we discuss in class:

(choose two)

The course outline reflects when these papers will be due, based on which two you choose.

These papers are intended to give you a chance to reflect on what you have read and discussed in class - this is how we are able to really process some difficult information and come to terms with what it means for our lives.  A good paper will include the following: a short summary of key idea(s) from the course materials that impacted you in some way, including references to readings, videos, websites, etc.; a reflection concerning how this information has affected your personal views, attitudes, and behaviors; a reflection concerning how this information will affect your future teaching; any additional reflection that you wish to include such as outside experiences you've had this semester that relate to the topic, questions that you still need to have answered, frustrations you still have with the topic, exploration of the topic beyond what we have discussed, etc.  The point is to use these papers to understand your personal thinking on the issues more clearly.

5.      Book Review: (10%)

You are required to read one book from a list of books provided in class (or one of your own choosing, with approval).  You will present this book to the class in a 7-10 minute presentation.  This presentation will be accompanied by a 1-page handout summarizing the main points of the book.  You should address how the book relates to human relations, how (if possible) it could be used to teach multicultural topics in a classroom (at any level), and any criticisms or limitations of the book (from a human relations perspective). Your top three choices for a book to read are to be e-mailed to the instructor by Friday 8/25. Depending on the subject matter of the book, the date of the actual presentation will vary, but will be presented at some point while we are discussing that book's theme during class (exact date will be assigned after books are selected).

6.      Final Project: (15%)

Each person will prepare a final project.  There are options below for the format of the project, but each must include the following components:

Option 1:

Prepare a lesson or unit plan for a specific grade-level which has an emphasis on culture, language, race/ethnicity, social class, gender, or sexuality.  This lesson/unit may be about multiculturalism explicitly (be very careful not to have a "tourist" type multicultural lesson, or a "heroes and holidays" type lesson), or it may be a lesson/unit in your content area that is presented in a multiculturally transformative way.  It could also be a lesson/unit to get students to take social action on an issue(s).  You may present all or part of the lesson(s), as if the class were the students, or you may simply explain the lesson/unit and methods to the class.

* (Whether you do a lesson plan or a unit plan, the amount of work should be very similar.  A lesson plan is expected to be very detailed, whereas a unit plan will include more days of lessons, but the level of detail does not have to be as great.)

Option 2:

Prepare a professional development plan that would be appropriate to present to a group of your future professional colleagues, which has an emphasis on culture, language, race, class, gender, or sexuality.  This should be focused on how to address multicultural issues in schools, or how to present multicultural issues in the classroom.  Present all or part of the professional development plan to us as if we were the faculty, or simply explain your plan to the class.

Option 3:

Create an action plan for social change which addresses one of the topics we have addressed in class.  In other words, think of a social problem (in a specific school you know, in an imagined school context, in schools in general, or in society at large) and develop a plan concerning how you could go about addressing the problem.  This could include media campaigns, political activism, lobbying, school board contact, social activism activities, public awareness campaigns, personal communications, student or staff involvement, and many other possibilities.  (Evidence that some of these activities have been attempted will be especially well received, though not required.)  The plan itself can be an agenda of actions that would be taken, an outline of all of the steps required for the plan to be put into effect, or something similar.

Any of these options may also be done with a partner.  If you decide to work as partners, together you will complete a 12-15 minute presentation, with both supporting multimedia AND a 1-page handout, as well as the final written plan itself.

You must turn in a half-page paper (by the date on the course outline) informing me of which option you will choose, including a very brief explanation of what topic you will focus on and whether you will work individually or with a partner (and who that partner is). You should, however, not wait until this date to begin thinking about your final project.  Start early!

7.     Final Examination (20%): 

The final examination will cover the content of the weekly Thursday lectures as well as the readings that are assigned for those lectures.  You are responsible for attending and paying attention to the content of these weekly forums.

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Summary of Assessment:

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Grading Scale

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Course Policies / Accommodations

Special Accommodations:  It is your responsibility to inform me of any learning style challenges, religious observances, etc… that may require you to receive special accommodations.  Please see me during the first week of class to discuss this.  University Policy will determine our course of action in establishing these accommodations. Information regarding accommodations can be found at:  http://www.uiowa.edu/~sds/

This course follows all University of Iowa guidelines regarding academic policies.  Consult these guidelines online for further detail:

http://www.uiowa.edu/~vpss/policies/policies.html

Also, information regarding student complaints and dispute resolution can be found at: http://www.uiowa.edu/~coedean/policies/student_complaint/index.htm.

Information regarding college policy on student academic misconduct can be found at: http://www.uiowa.edu/~coedean/policies/student_ac_misconduct/index.htm.

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Required Texts:

Gender in Education (GE). (2002). San Francisco: Jossey-Bass.

Noel, Jana (2000). Sources: Notable Selections in Multicultural Education (ME). McGraw-Hill/Dushkin.

Course Outline / Schedule

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