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ED 570 Critical Teaching for Social Change
Dailey-Hebert, Amber


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

Course

ED 570 Critical Teaching for Social Change

Semester

S2P 2007 DL

Faculty

Dailey-Hebert, Amber

Title

Associate Professor of Education

Degrees/Certificates

PhD, Education
MS, Education
BS, Leadership Development

Office Location

CDL #113

Office Hours

Monday 10-11am

Daytime Phone

816-584-6339

E-Mail

adailey@park.edu

Class Days

TBA

Class Time

TBA

Prerequisites

ED 500, ED554

Credit Hours

3


Textbook:

Title: Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting
Author: Stephen D. Brookfield
ISBN: 1-55542-356-6

Title: Power in Practice: Adult Education for the Struggle for Knowledge and Power in Society
Authors: Cervero, R.M., Wilson, A.L., and Associates
ISBN: 0-7879-4729-6

Title: Gramsci, Freire and Adult Education: Possibilities for Transformative Action
Author: Mayo, P.

ISBN: 1-85649-614-7

Textbooks can be purchased through the MBS bookstore

Additional Resources:

Required Video or DVD (purchase /rental / or viewing)
Student's will need to choose ONE of the following videos to watch as part of their final project. Each student is responsible for indicating in Week 1 which video they will be using.  As each of these videos are copyright protected, we will not have access to view them directly in the course.  Therefore, i
t is the student's responsibility to purchase, rent, or view their select video.  To learn more about each video listed, click on the hyperlinks below.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
This course evaluates the work of the most cited critical educators in the field of education (Gramsci, Freire, and Shor) and analyzes the challenges to, and resources for, empowering adult educators toward social change and transformative action. This course will also compare the work of these leading theorists and apply their principles toward adult education in a variety of contexts. 3 cr.

Educational Philosophy:

In all graduate level courses, I wish to emphasize the following components: research, reflection & synthesis, practitioner context, and informed practice, to create a learning environment that promotes each area.  The course structure and design is meant to serve as a framework that provides a baseline of activity and application for all learners to achieve a level of knowledge and mastery in the course topic.  In addition, each individual student can select and choose activities that are commensurate with their personal goals, interests, and professional enhancement. 

course philosophy model

Learning Outcomes:
  Core Learning Outcomes

  1. Familiarize themselves with the work of Paulo Freire and the pedagogy of learners for social change, through reading the assigned text Pedagogy of the Oppressed.
  2. Learn the importance of empowering adult learners, and gain resources and skills to incorporate empowered education into the adult learning environment through reading Empowering Education.
  3. Compare the works of Freire and Gramsci to further evaluate their theories in action toward social change.
  4. Apply principles for transformative action, in adult education context, through discussion questions and book overviews.
  5. Research outside resources online to support text information and topics, through the online referencing assignments.
  6. Create an implementation plan for social change through transformative teaching and learning, through the final paper assignment.


Core Assessment:

Class Assessment:

 
Assignment Number of
Assignments
Weekly
Point Value
Total Points
Journal Assignment 8 10 80
Discussion Assignment 6 10 60
Group Presentation 1 80 80
Agency Visit 1 100 100
Final Exam: Video Synthesis 1 80 80
Total Points 400
* Note: If you would like to view the Grading Rubrics used in evaluating assignments please click on: Grading Rubrics Below

Discussion Assignment - This is an on-line environment and as such your active participation is imperative. The weekly discussion assignments will alternate between discussion questions, reflective entries, webquests, and group work. This class in particular will depend on everyone working together to meet the final goals. You will be required to post your initial response to any discussion questions by midnight Thursday. Respond to classmates' initial postings by midnight on Sunday. Discussion Grading Rubric

Journal Assignment - The journal assignments provide an opportunity to share perspectives, ideas, and experiences as adult learners and adult educators. These weekly reflective activities will allow you to consider the course content and material in the context of your own lives and professional scenarios. Journal Grading Rubric

Group Presentation - In week 3, you will work with your peers to create a presentation of material based on the week's selected chapter readings. Your group will select the material to be presented, will create an outline of the information, and will present the information to other peers in the course. Group members will also facilitate and respond to any questions posed about the material presented. Group Presentation Grading Rubric

Final Exam: Video Synthesis - In week 8, you will watch the video you selected (from the list provided in the course homepage) and will analyze the information in the context of critical teaching for social change. During week 8, you will go to a proctor site to complete the "Proctored Final Exam"...the final exam will consist of a written essay, synthesizing your reflection on the select video.

Agency Visit - During Week 6, you will visit an agency that provides education services to adults. Please schedule this visit early as the term goes very quickly. As part of your visit you will interview the director and determine:

  • What services the agency provides;
  • History. mission, and goals of the agency;
  • Who the learners are that take advantage of the services;
  • Challenges in directing the agency;
  • The source of funding;
  • Impact of legislation on the agency;
  • Challenges the learners face in meeting their goals;
  • Other information you find important.

Your final project should address all of the above and:

  • Identification of active social change and transformation the agency is trying to address;
  • Develop recommendations which may help to better meet the mission and goals of the agency;
  • Citations from course content to support your recommendations.
    1. Select the agency you will visit and send selection to instructor by Sunday midnight of week 2 for approval (may NOT be a place of employment);
    2. Schedule interview;
    3. Conduct interview;
    4. Write up your visit – format is determined by you;
    5. Submit to the Dropbox by Monday midnight of Week 6

Late Submission of Course Materials:

No late work is acceptable in the 8 week accelerated format.

Course Topic/Dates/Assignments:

 
Timeframe Readings Due Thursday Due Saturday Due Sunday
Week 1

Overview of Epistemology and Critical Thinking

Objective(s): 2, 3, 4

Chapter 1, 2, 3 (Brookfield) - p.1-34

Complete Discussion
Post Personal Introduction
Post Video Assignment Selection in Introduction
Complete Discussion Responses Complete Journal
Visit Park Online Library


Week 2

Thinking Critically in Adulthood

Objective(s): 2, 3, 4

Chapter 5, 6, 7 (Brookfield)



Complete Discussion Complete Discussion Responses

Complete Journal
Week 3

Objective(s): 2, 5

Knowledge and Power

Chapter 1 (Cervero & Wilson) and 2-5 Choice



N/A

Complete Groupwork Part I

Complete Journal

Complete Groupwork Part II

Week 4

Objective(s): 2, 5

Access to Higher Education

Chapter 6, 10 (Cervero and Wilson)
Online Readings (in Week 4 lecture)
Complete Discussion

Complete Discussion Responses



Complete Journal

Complete Mid-Term Evaluation

Week 5

Social Change

Objective(s): 2, 5



Chapter 7, 8, 9 (Cervero & Wilson)
Complete Discussion Complete Discussion Responses


Complete Journal

Week 6

Transformation and Practice:
Models of Teaching

Objective(s): 2, 6, 8

Chapters 11-13 (Cervero & Wilson)


N/A


N/A

Complete Journal

Complete Agency Visit

Week 7

Transformation and Practice:
Strategies

Objective(s): 1, 2, 6


Chapter 14 (Cervero)


Complete Discussion
Complete Discussion Responses Complete Journal
Week 8

Synthesis

Objective(s): 2, 3, 4

N/A Complete Discussion

Review Video for Final Exam

Complete Discussion Responses

Complete Journal

Complete Proctored Final Exam

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Graduate Catalog Page 23-24

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2006-2007 Graduate Catalog Page 23-24


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2006-2007 Graduate Catalog Page 27

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:2/27/2007 12:17:35 PM