Syllabus - Portal - Notre Dame de Namur University

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Notre Dame de Namur University
School of Education and Leadership
EDU4104: SOCIOLOGICAL AND MULTICULTURAL
FOUNDATIONS OF EDUCATION
Community Based Learning Course
Spring 2014 Course Syllabus (MON)
Instructor:
Kelly Vaughn, Ph.D.
Class Days, Times and
Dates:
Mondays, 6:30 – 9:30 p.m.
January 26, 2015 – April 27, 2015
Class Location:
Saint Mary’s Hall 113
Contact Information:
Email: [email protected] (preferred)
Phone: (650) 508-3474 (message)
Office Hours:
Please contact instructor for an appointment
Course overview
This course analyzes major influences on American education, including social, cultural, historical,
political and economic influences, with particular focus on K-12 public education in California. It
explores contemporary issues in education, such as the nature of culture, the purposes of public
schooling, the profession of teaching, the social structure and education, equality of opportunity, and
multicultural education. Please note that this course is designated as a Community Based Learning
(CBL) Course. As such, we explore and analyze the major influences and issues in K-12 education
through community engagement and service learning. Our primary focus will be on El Crystal STEM
Elementary School, a partnership between San Bruno Park School District, NDNU Sister Dorothy Stang
Center, and NDNU School of Education & Leadership. For more information on community based
learning at NDNU, see http://www.ndnu.edu/academics/community-based-learning/default.aspx.
Teachers need to be aware of a variety of complex social, cultural, political and economic issues in
order to effectively serve their students. A major goal of this course is to better prepare teacher
candidates to teach in a diverse society and to understand how their actions and the organization and
culture of schooling and society contribute to students’ experiences. This course draws teacher
candidates into reflection and collaborative discussion about how educators, at different periods in
history, have sought to help students develop to their fullest potential. In course simulations and
projects, students will have opportunities to address these questions that are thematic to this course:
 As a student, what does it take to become successful in school?
 What are the societal and cultural factors that help and/or hinder student success?
 As educators, what can we do to promote student success?
Readings
 Students are required to access at least one additional reading not listed in the “Reading
Assignments” on this syllabus. The additional reading is for the “Reflective Academic Paper” (RAP)
assignment mentioned later in this syllabus.
 Other required readings available online at our EDU 4104 webpage on the NDNU Campus Portal.
 Optional Textbook: Taylor, Lorraine S. & Whittaker, Catharine R. (2009). Bridging Multiple Worlds:
Case Studies of Diverse Educational Communities (2nd ed.). Boston: Pearson/Allyn and Bacon.
EDU 4104 Spring 2015 MON
Page 1 of 15
Teaching methods
Course delivery is accomplished in a combination of ways in order to meet the needs of all learners and
learning styles. Pedagogical approaches include the following (examples shown in parentheses):
 Community engagement/Service Learning (Extra Credit if at the after school tutoring program at El
Crystal STEM School)
 Presentations (lectures assisted by PowerPoint or other visuals)
 Discussions (students actively engaged in discussing course content)
 Cooperative learning (small team structure emphasizing learning from and with others)
 Facilitation of case study research (students developing cognitive complexity, qualitative research
methods and analysis, and active learning while conducting community based learning and
participant observations)
The seminar format of EDUC 4104 requires the active and respectful participation of all students. As an
experiential course, it is structured around discussion and small team activities. Therefore, it is critical
that all students keep up with the readings and actively participate in class. Students should be
prepared to discuss the content readings in relation to teaching culturally and linguistically diverse
students, as well as to ask questions for clarification, exploration, or discussion.
Course objectives
Students will accomplish the following five course objectives. These objectives correlate to various
Program Learning Outcomes (PLO) at NDNU and California Standards for the Teaching Profession
(CSTP), both noted in brackets. For more information on PLOs please consult the NDNU Catalog for
your program; for more information on CSTPs please visit http://www.ctc.ca.gov/educatorprep/standards/CSTP-2009.pdf.
 Explore the historical relationship between race, culture, socio-economic status and school




experience. Understand some of the endemic tensions in these relationships are related to students’
academic, physical, emotional and social well-being [MSCRED/SSCRED PLO 1; SPED PLO 6; MA
Ed PLO 4] [CSTP 1].
Analyze the impact of society and culture on the development of teaching as a profession
[MSCRED/SSCRED PLO 6; SPED PLO 6; MA Ed PLO 4] [CSTP 6].
Learn and develop strategies to incorporate diverse cultural traditions and community values into the
learning environment by investigating theories and methods of multicultural instruction, curriculum,
and assessment [MSCRED/SSCRED PLO 2-5; SPED PLO 2,4; MA Ed PLO 4] [CSTP 2-5].
Research site-based, district-based and community resources and agencies offering services to
support families of color, immigrant families, families whose primary language is not English as well
as families who speak non dominant varieties of English, and families from diverse socio-economic
conditions in order to provide support to meet the individual needs of each student
[MSCRED/SSCRED PLO 2,6; SPED PLO 2,4; MA Ed PLO 4,5] [CSTP 2,6].
Develop commitment and capacity to promote social justice and democratic participation within the
classroom setting [MSCRED/SSCRED PLO 1,2,6; SPED PLO 1,2,5; MA Ed PLO 4,5] [CSTP 1,2,6].
Grading Standards
A+
100% above A
93 - 99%
AB
83 - 87%
B80 - 82%
C+
Any grade 69% and below is considered a failing grade.
90 - 92%
78 - 79%
B+
C
88 - 89%
70 - 77%
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Course requirements
1. Community Engagement/Service Learning: Minimum of 12 Hours: Students are expected to engage
in twelve hours of community based service. This course is designated as a community based learning
course in tandem with the NDNU Dorothy Stang Center and NDNU School of Education & Leadership.
There is wonderful opportunity to serve in the after-school tutorial program facilitated by Drs. Robert
Ferrera, Stephanie Demaree, Joanne Rossi and Kelly Vaughn on Wednesdays at El Crystal STEM
magnet school. See instructor for more details. If not serving at El Crystal, you may serve at a nonprofit educational organization as long as the hours are outside your paid hours. You must have a letter
from the director or principal of that organization sent to the instructor by the last class meeting as
either (a) an email attachment of a scanned documentation on official letterhead, or (b) a direct email
by your director or principal using an official email address. This commitment comprises 12% of the
course grade.
2. Class Meeting Attendance, Participation, and Weekly Assignments: Students are expected to attend
ALL class sessions. Because 12 hours of community service is built into this course, class meetings
have been reduced to accommodate for that provision. As a result, for this semester we will meet for
only 11 class meetings (instead of 15 originally scheduled). Please pay special attention to the class
meetings dates! Students who miss more than one class session can expect a lowered course grade
in the following manner: A to A-; A- to B+, etc; or be academically withdrawn from this course. A
student may be excused from attending a class session for reasons of illness or family crisis, but only
with documented evidence to the instructor. Please note that by doing so, the student may receive
credit for attendance but not for any in-class assignments that day. Students are also expected to
participate actively in every session, by critically analyzing, asking questions, making observations
about the readings, and submitting weekly assignments. (Successful completion of this course requires
a high level of commitment. Students who miss more than two class sessions will receive a lower
and/or failing course grade. If you know that you will be required to miss two or more class sessions,
drop this course and take it at another time). This commitment comprises 20% of the course grade.
3. Reflective Academic Paper (RAP): For directions and grading rubric for this assignment, see pages
8-9. For full credit, please submit this assignment in electronic format only (email attachment in PDF or
MS Word, Google Document, or other format approved by instructor). This assignment comprises
20% of the course grade. Bring rough draft to class on Monday, March 2; submit final electronic
draft by Friday, March 6.
4. Community Based Learning Journal: For directions and grading rubric for this assignment, see
pages 10-11. Similar to the RAP, please submit this assignment in electronic format only. This
assignment comprises 18% of the course grade, and is due by Friday, May 1.
5. Case Study Analysis Presentations: Students will be assigned to a small group between two to four
people based upon their preferences for one of the six cases listed below. I have scheduled some class
time in which groups can work on their presentations. That stated, it might be necessary for groups to
meet outside of class in order to finish the work for their final presentation. At the end of the semester,
each group will present the case to the class using the Decision-Making Scaffold which we will use
throughout the semester. Please indicate a first, second, and third choice from the following cases and I
will assign you to a group based upon your preferences: Jim Peterson, Fome Querishi, Sue Wilson,
Selina James, Maria Ramirez, and Justin Healy. This assignment comprises 30% of the course
grade. Final Reports are due by and Presentations are to be given on Monday, April 27. For more
information, see pages 12-15.
Average Student Workload Expectations
Typically, a 3-unit graduate course entails 180 hours of student engagement over the semester, or 3
hours of in-class time and roughly 9 hours of outside-class time per week for a 15-week course. As a
Page 3 of 15
CBL course, in-class time is modified to incorporate on-site community engagement. Thus assignments
are made in accordance with this expectation.
Workload Distribution
In-Class meetings
On-Site Community Engagement
Readings
Assignments, excluding Case Study Analysis
Preparation for Final Project (Case Study Analysis)
Approximate Hours
33
12
55
60
20
PACT and ESA Requirements
PACT Definition: Performance Assessment for California Teachers (PACT) is a consortium of teacher
preparation programs. Successful completion of the teaching performance assessment will be required
to earn a California Preliminary Multiple Subject or Single Subject teaching credential. The teaching
performance assessment consists of Embedded Signature Assignments (ESAs) and the Teaching
Event. Together, the ESAs and the Teaching Event measure all thirteen TPEs.
ESA Definition: ESA is a selected assignment that is part of the required coursework. It focuses on
knowledge of community context, curriculum, pedagogy, assessment, student learning, and legal
obligations. Note that the ESA for EDU 4104 is the Case Study Analysis Presentation.
Connection to the Hallmarks at NDNU:
As one of the learning communities of Notre Dame de Namur, NDNU adheres to seven hallmarks that
describe the essential characteristics, values, and activities of all its learning communities. Prevailing
themes for this semester’s course connect to the following three hallmarks:

We Educate For And Act On Behalf Of Justice And Peace In The World (Hallmark Three)

We Embrace the Gift of Diversity (Hallmark Five)

We Create Community among Those with Whom We Work and With Those We Serve
(Hallmark Six)
For more information on the Notre Dame de Namur hallmarks, see http://www.ndnu.edu/aboutus/mission_diversity/hallmarks.aspx.
Academic Honesty
Academic honesty is a cornerstone of our values at NDNU. Unless you are directly quoting an author
and referencing his or her work, you must use your own words to express your ideas. If any of the ideas
used in an assignment do not represent your original ideas, you must cite all relevant sources and
make clear the extent to which such sources were used. Words or ideas that require citation include,
but are not limited to, all hard copy or electronic publications, whether copyrighted or not, and all verbal
or visual communication when the content of such communication clearly originates from an identifiable
source. Consult the NDNU Student Handbook regarding the consequences of misrepresenting your
work.
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Students with Documented Disabilities
To request academic accommodations for a disability, you must contact the PASS (Program for
Academic Support and Success) office. Students are required to provide documentation of disability to
the PASS Office prior to receiving accommodations. The University will make reasonable
accommodations to a student with a disability as required by law. Please contact Dr. Peggy Koshland
Crane at (650) 508-3670 and/or [email protected].
Course Outline
Note: The instructor reserves the right to make changes in the syllabus in terms of scheduled topics.
Unless specifically stated, all readings are found in our Campus Portal page
1/26
(1)
In this first class meeting we plan to cover the following: Introduction/Review Syllabus. What
is Community Based Learning? “Raising Smart Kids” by Carol Dweck. Library presentation
and begin book/article search for RAP at the NDNU Library.
Date
2/2
(2)
Readings and Assignments
 Tyack, David & Tobin, William (1994). The
"Grammar" of schooling: Why has it been so
hard to change? American Educational
Research Journal, 31(3), 453-479.
 Youtube viewing of “First to Worst”. Best to
start with this link:
http://www.youtube.com/watch?v=oTtAdJi1Aj
Q, then proceed with links on right till you
viewed all 5 parts.
 Questions: (A) Describe a current education
reform occurring now in California. What is
your opinion of that reform in comparison to
the “Grammar” reforms outlined by Tyack and
Tobin? (B) How do the current events among
CA public schools compare to the events
outlined in “From First to Worst”? Do you see
these events helping or hindering the students
you observe or work with at your local school?
Scheduled Topics/Reminders
 Assignment of Case Study Groups
 Sociological Overview of Schooling in
the United States
 The Purposes and “Grammar” of
schooling
 Historical Impact of Educational Policy
among California Public Schools:
“From First to Worst”
 El Crystal STEM Tutoring starts
Wednesday 2/4!
2/9
(3)
 Greatness by Design (CDE 2012 Report),
 The Current Economic State of




pages 1-27 and 80
Local Control Funding Formula (Adopted
2013)
Coady, Maria et al (2002). Culture, teaching,
and learning. In The diversity kit: An
introductory resource for social change in
education. Read pages 41-45.
CHOICE #1: Moll, Luis et al (1990).
Community knowledge and classroom
practice: Combining literacy resources for
literacy instruction. Read pages 1-8 and 30-46
CHOICE #2: Rios-Aguilar, Cecilia et al (2011).
Funds of knowledge for the poor and forms of
capital for the rich? A capital approach to
examining funds of knowledge. Theory and
Education for Diverse Students in
California
 Ethnography, funds of knowledge
 Building Partnerships with Diverse
Families and Communities
 No meeting next Monday 2/16
Page 5 of 15
Research in Education, 9(2), 163-184
 Questions: (A) If you work at a public school,
share your impressions of how LCFF is
coming along at your school. How would the
“Greatness by Design” report affect you as a
teacher? (B) Provide a brief summary of
“Funds of Knowledge.” Using either CHOICE
#1 or #2, explain in what ways do you see
Funds of Knowledge helping and/or hindering
the success of students at your school?
2/23
(4)
 Banks, James A. (1995). Multicultural
education and curriculum transformation.
Journal of Negro Education, 64(4): 390-400
 Ladson-Billings, Gloria. (1995). Toward a
theory of culturally relevant pedagogy.
American Educational Research Journal,
32(3), 465-491.
 Coady, Maria et al (2002). Culture, teaching,
and learning. Read pages 46-54
 Questions: (A) According to Banks, what are
the 5 dimensions of Multicultural Education?
Which dimension best connects to where your
school and/or classroom is at now?
3/2
(5)
 Gorski, Paul (n.d.) Multicultural Problem
3/16
(6)
 Darling-Hammond, Linda (2009, May 20).
Solving: Case Studies. Part of the EdChange
project:
http://www.edchange.org/multicultural/activitie
s/model.html. Although our case studies will
be more detailed, this site gives a good
overview of the major components of the case
study analysis.


3/23
(7)

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
Prepare teachers well, create the conditions
for excellence. Des Moines Register.
Kopp, Wendy (2009, July 4). Charisma? To
her, It’s overrated. The New York Times, pp.
BU2.
Case Study: “John Smith” from De Marchis, J.
(1993). Biracial children in single parent
families. In Case studies in teacher education:
A series for working with students at risk.
Carter, Prudence et al (2014, December). You
can’t fix what you don’t look at:
Acknowledging race in addressing racial
discipline disparities. The Equity Project at
Indiana University, Center for Evaluation &
Education Policy.
Case Study: “Onteora Indians”
Questions: (A) What are “microagressions”?
Could you provide personal example of
 What is Multicultural Education?
 Culturally Responsive Teaching
 For 3/2: Bring draft of your RAP
today for in-class activity
 BRING RAP DRAFT: Sharing and
Debriefing our RAP drafts in small
groups
 The Development and Use of Cases in
Teacher Education
 Finish your RAP final and email to
instructor by this Friday, 3/6,
11:59pm
 No meeting next Monday 3/9.
 Politics of Quality Teaching
 Race and Ethnicity (part 1)

 Race and Ethnicity (part 2)
 Culture and Language (part 1)
Page 6 of 15
microagression, either from what you
experienced or observed? How would that
affect students and teachers? (B) What do the
authors mean to have a “race-conscious
approach”? What are the ways in which this
approach could help and/or hinder your
students?
3/30
(8)
4/6
(9)
4/20
(10)
4/27
(11)
 Gándara, Patricia, et al (2003). English
Learners in California Schools: Unequal
resources, unequal outcomes. Education
Policy. Read pages 14-36.
 Klein, Joel et al. (2010, April 9). Why great
teachers matter to low-income students. The
Washington Post, pp. A19.
 Noguera, Pedro (2010, September 2). Accept
it: Poverty hurts learning: Schools matter, but
they're not all that matters. The Daily News.
 Questions: How is the situation with English
Learners in California like today, compared to
Gandara’s report in 2003? Do you the
Common Core Standards and corresponding
assessments will help or hurt English
Leaners?
 Beede, David et al. (2011). Women in STEM:
A gender gap to innovation. U.S. Department
of Commerce, Economics and Statistics
Administration.
 California Research Bureau (CRB), California
State Library (2013, November). California's
gender gap in STEM education and
employment.
 Case Study: “Cassie Brown”
 Jackson, C. Kirabo et al. (2014). The effect of
school finance reforms on the distribution of
spending, academic achievement, and adult
outcomes. National Bureau of Economic
Research (NBER) Working Paper Series.
Read pages 1-12.
 Culture and Language (part 2)
 SES and Language: Case Study on
Belle Air School
 Gender
 Additional Class time working on case
study analysis project
 No meeting next Monday 4/13.
 Digging deeper into SES and poverty
 Reflection: How are students
successful? How can we aid as
educators?
 Additional Class time working on case
study analysis projects
 In addition to your case studies,
finish your Community Based
Learning Journal due Friday, 5/1
11:59pm.
CASE STUDY ANALYSIS PRESENTATIONS—arrive by 6:30pm sharp!
Page 7 of 15
Reflective Academic Paper (RAP)
20 Points
This assignment is designed to engage you in a process of examining how life experiences and
research-grounded findings inform your teaching and learning. Prepare to present it orally to a partner
during class. When submitting the final paper electronically via email, please include in the email
subject header: your name, Mon or Thurs, and “RAP”
Compose a double-spaced 4-6 page paper that incorporates the following three elements:
1.
“Personal Identity:” A self-ethnographic autobiography exploring how your life experiences,
affiliations, perspectives, lenses, assumptions, and prejudices have contributed to your
understanding and practice of teaching and learning. Special attention should be given to ways in
which salient aspects of your identity inform your interaction with students, colleagues, parents, or
others (as relevant to your work). Consider ONE of the three following questions to assist you in
writing this component.
 Focus on one life experience that you believe has given you a unique insight into multicultural
issues. How has this, or later life situations that challenged it, informed the way you interact with
students or colleagues or parents, either in or out of your group?
 Describe several messages you receive growing up about what it meant to be a member of your
racial/ethnic group, gender, sexual orientation, socioeconomic class, etc. How did those
messages shape your teaching and learning? If not, how has the lack of consideration of those
issues informed your teaching and learning?
 What are some of the areas or –isms with which you still struggle? What are some of your
stereotypes or prejudices?
2.
As a follow up to item one, write a summary of an article or book and connect it to your personal
identity, either by confirming your shared personal experiences/beliefs or by challenging them.
Consider what perspectives this article or book will help you bring into the classroom and how they
can contribute to multicultural education. Also consider the ways in which this article or book,
purposefully or not, may be contributing to inequity in your classroom, school or workplace. The
article/book must be an additional source besides the required textbook or readings done in class.
The review should provide an overview of the author’s purpose and argument; highlights of the
most interesting/controversial features of the article/book; how and why it relates to issues covered
in this course; and how it connected to your life experiences by the ways it may have influenced
your previous perceptions.
3.
Please cite any online and print references using the American Psychological Association (APA)
format. APA is the documentation style used for writing in the education profession. For information
about how to write, cite references, and format a paper according to APA format, visit the following
websites: http://www.wisc.edu/writing/Handbook/DocAPA.html or
http://owl.english.purdue.edu/owl/resource/560/01/.
Please note that you are not required to include a title page and abstract with your paper.
Challenges
Often, it seems that self-examination or self-critique have negative connotations. Indeed, they are
difficult, sometimes painful, activities. However, if done in a supportive environment, they can lead to
positive change. I see the ability and willingness to be self-critical—to challenge myself and confront my
biases and assumptions—as positive, and ultimately triumphant. So try to think deeply about parts of
your identity that put you in a privileged group and the inequities around those areas. Challenge
yourself. Use this as an opportunity to practice and model self-critique.
Page 8 of 15
Grading Rubric for RAP
Student: __________________________________
Item:
1:
Personal
Identity
1
Inadequate ability to discuss
your own personal identity
development in an honest and
insightful manner.
2
3
Adequate ability to discuss
insightful manner.
4
5
Outstanding ability to discuss
insightful manner.
2a:
Article
Summary
Journal article summary
contains just one (or altogether
weak) evidence of the
following: author’s purpose and
argument; interesting or
controversial features; relation
to this course.
contains some evidence of the
following: author’s purpose and
argument; interesting or
controversial features; relation
to this course.
contains most or all evidence
of the following: author’s
purpose and argument;
interesting or controversial
features; relation to this
course.
2b:
Article
connectio
n to
Personal
Identity
3:
Appropriat
e Writing
style
RAP shows weak attempt to
synthesize personal identity
and journal article. Although
developed, ideas are not linked
or synthesized logically.
RAP Synthesizes personal
identity and journal article with
adequate detail.
RAP synthesizes personal
identity and journal article with
outstanding detail.
RAP reflects inadequate ability
to communicate in a
meaningful, organized, and
conventional manner using
correct APA style.
RAP reflects adequate ability
to communicate in a
correct APA style.
RAP reflects outstanding ability
to communicate in a
correct APA style.
Total Points/Grade _______________________
Comments:
Page 9 of 15
Community Based Learning Journal
18 points
The purpose of this assignment is two-fold: (1) to apply and/or reflect the ideas learned in this course in
your community service, and (2) to integrate that experience into your teaching practice and/or
graduate study. My hope is that through community service you will learn from and work alongside
others whose ideas, beliefs, and/or traditions may be different from your own; and that your service will
provide real-world connection to the educational theories on race, culture, language, socioeconomic
status, ability/disability, gender, sexual orientation, and religion.
For each visit, please do the following: (a) Include date and time of the visit, (b) Respond to at least one
of two questions, (c) Write at least 2 pages (double-spaced), and (d) Include at least one academic
reference for each entry. Please use a different academic reference for each journal entry.
Submit your journal in electronic form to the instructor by the deadline. When submitting the final paper
electronically via email, please include in the email subject header: your name, Mon or Thurs, and
“CBLJ”
Visit
Choose at least one question:
1st Visit


What surprised you about the service site?
Describe the people, the location, your interactions, etc.
2nd Visit


Describe an event or person that stands out in your mind
How was your service addressing the social issue?
3rd Visit




How are you similar and/or different from your tutees [or people at the site]?
How did the service challenge your views and opinions of the tutees [or others]?
What obstacles—internal and external—hindered me thus far in my service to this
community?
What factors made me effective in my service to this community?
How are you different at this point than when you started on day 1 of this tutoring
program [or other service learning project]?
How can this experience apply to other areas of your life?


What else could be done to address the issue(s)?
Where do you go from here…What’s the next step?
4th Visit
th
5 Visit
6th Visit


Page 10 of 15
Grading Rubric for Community Based Learning Journal
Student: __________________________________
Observation
1
2
3
Well thoughtful reflection that fully
addresses all questions, easy to read
and follow. Connection with at least
one theory/research is clearly outlined
with great detail. Entry includes date &
time.
Well thoughtful reflection, easy to read
time.
1st Visit
Missing, poorly
written, and/or
incomplete reflection.
Sufficient attempt to provide thoughtful
reflection that attempts to address at
least one question in connection to the
experience.
2nd Visit
Missing, poorly
written, and/or
experience.
3rd Visit
Missing, poorly
written, and/or
experience.
time.
4th Visit
Missing, poorly
written, and/or
experience.
time.
5th Visit
Missing, poorly
written, and/or
experience.
time.
6th Visit
Missing, poorly
written, and/or
experience.
time.
Comments:
Page 11 of 15
Case Study Analysis Presentation
30 Points
You will choose or be assigned to one of the cases listed in your syllabus to analyze in a small group.1
Use the Decision-Making Scaffold to work through the case in your group. Your group will give an oral
presentation that includes five components: Recognize the Problem, Frame the Problem, Search for
Alternatives/Goals, Action plan, and academic references. The presentation should be divided into
these five components. It is up to the group how you want to divide the tasks, but it is certainly
acceptable to have a different person or persons present each component. Please note that your group
will be assigned a case study from the textbook. If your group wishes to do so, you may forgo the
assigned case study and come up with a factual case study analysis on your own for extra credit, as
long as the factual case connects to the theme related to your originally assigned case study.
It is important that you support your analysis with readings. You should include at least four academic
references from professional literature (either referred in class or on your own). Please format your
reference list in APA style and include it in your presentation. Only one Action plan for one major goal is
to be written. Each goal should have at least four rows (e.g. referrals, activities, resources, and
strategies; person(s) responsible; criterion for evaluation; and time frame). In addition, each person is to
submit at least a one-page report on connecting the applications from the case study analysis to his/her
individual Community Based Learning Site.
If you choose for a group presentation, significant part of the project grade will be assigned based upon
the information and delivery of an organized report which covers each part of the Decision-Making
Scaffold within the time period assigned. You should provide at least one handout, PowerPoint, chart,
or other visual that will help your audience understand your major points in addition to the Action plan,
and provide a hard copy of presentation to the instructor (copy of PowerPoint is acceptable).
Remember that in addition to the group presentation, a significant part of your overall project grade is
based on individual presentation contribution and one-page report.
The presentation is worth 30 points and will be graded on the attached rubric. After the rubric are Action
plan Templates and Further Suggestions for your reference.
1
In case of group conflict or other issues, student with consent of instructor may elect to write an individual Case
Study Analysis which would comprise of 10-15 pages in APA format. Please see instructor for details.
Page 12 of 15
Grading Rubric for Case Study Analysis Presentation
Item
1
2
3
4
5
Recognize
Problem(s)
AND Goals
Recognizes one major
problem/goal in the case and
strongly supports it with facts.
Recognizes at least two major
problems/goals in the case and
Recognizes four major problems
AND goals in the case and
Goals should be implemented to
improve the stated problems and
gives a strong rationale for their
choice based upon expert opinion.
Reframe
Parties’
Values and
Beliefs
Frames the problems by
identifying a few of the
assumptions, values, beliefs, and
emotions of all stakeholders.
identifying some of the
identifying most or all of the
Includes common beliefs among
most/all parties.
Action Plan
Includes a goal-action plan that inadequately explains the best
practices for fulfilling each section
of the plan.
Includes a goal-action plan that
adequately explains the best
practices for fulfilling each section
of the plan.
Includes a goal-action plan that
fully explains four best practices
for fulfilling each section of the
plan.
References
Use of one reference from
professional literature to support
claims. Reference must be in
correct APA citation.
Use of two references from
claims. References must be in
Use of four references from
claims. References must be in
How
Analysis
connects
with your
Community
Based
Learning
Site
Inadequate report on the
application of case study to
Community Based Learning Site
Adequate report on the application
of case study to Community
Based Learning Site based on any
of the following themes: different
races, languages, socio-economic
levels, gender, sexual orientation,
and religious groups.
Outstanding report on the
application of case study to
Community Based Learning Site
based on any of the following
themes: different races,
languages, socio-economic levels,
gender, sexual orientation, and
religious groups. Insights and
ideas refer to educational
environments that are studentcentered and inclusive.
Presentation
Skills
Presented in a disorganized
manner that inadequately
explained most parts of the
scaffold and provided no visuals to
communicate major ideas.
Presented in a fairly organized
manner that adequately explained
all four parts of the scaffold, and
provided helpful visuals to
Presented in a well organized
manner that clearly explained all
four parts of the scaffold, and
provided helpful visuals to
Comments:
Page 13 of 15
The following are suggestions—and not requirements—that you should consider as you write these four (out of
six) sections. The other two sections, references and connection to service learning, will be discussed in class.
Please use the italicized headings of the Decision-Making Scaffold in your presentation or report.
1. Recognize the Problems
Just use an outline format for this section. State a major problem that you believe is central to the case. Beneath it
list facts from the case that you believe support the existence of the problem. Focus on what the case says and,
when possible, avoid injecting your own opinions or inferences. Not every fact in the case is relevant to the
problems, so don’t feel compelled to list them all. Continue this pattern until you have four problems with
supporting information.
Remember that problems arise when individuals or groups have different expectations for each other. Major
problems are generally those that:
● have a long-term negative effect on the educational progress of a student(s)
● are multifaceted
● stem from differences in attitudes, values, and beliefs that are longstanding
● have implications beyond the classroom to the district, community, and organizational levels
● are recognized in the educational literature
● require a comprehensive action plan that includes both short- and long-term solutions
2. Reframe Parties’ Values and Beliefs
In this section you are focusing on what individuals and groups believe about the problems identified. You will find
yourself using the verbs “believes” and “feels” frequently. List what various individuals (or groups) in the case
believe, assume, value, or feel about the problem, if anything. Remember that the school may have a belief based
on the status quo or their use of resources.
Not everyone’s opinions or beliefs will be explicitly stated in the case. You can infer belief based upon people’s
actions or inaction, even though the belief is not clearly stated. You certainly don’t have to include attitudes or
beliefs from each person about each problem.
Next, you want to “reframe the problem” by finding those values and beliefs that individuals agree on. Once again,
this may involve some inference on your part. You can just use the heading “common ground” and state what you
think most individuals agree on.
This “common ground” of beliefs is a starting point for goals in the next section. It is the first thing you would try to
do. Indicate this by starting with this goal(s) in the next section.
3. Goals (Search for Alternatives)
In this section you are to identify four major goals that must be pursued in order to address the problems of the
case.
You should be guided by the major problems you’ve identified in the first section. In other words, for each major
problem you identify in the first section you should discuss a goal here. Start with the goal that fits with the
common ground you found by reframing the problem.
If you have chosen major problems that are multifaceted and require both short- and long-term action, then the
goals will be stated to reflect this. The goal should assist the individuals involved, but also all those in a similar
situation.
It is critical that you cite literature that is relevant to your goals in this section. As an educator you are expected to
set goals that are in keeping with expert opinion and research. Pay attention to your responsibility to know
students’ rights and break down barriers as described in the rubric. You should find research that supports the
importance of the goals you set or research that gives an example or a strategy, resource, or activity for
accomplishing the goals. Both long- and short-term strategies should be considered.
Page 14 of 15
4. Action Plan for One Goal
In your action plan you will address one major goal you identified. State the goal clearly at the top of each page.
List the activities or strategies in a logical or chronological order. They should relate directly to your discussion in
Search for Alternatives. Describe the activities clearly so that I will understand what you would do if you were
involved with the case.
List one person in the case study who would most logically be responsible for seeing that the activity is
accomplished. The criteria for evaluation would be a very easily determined and realistic way to determine if the
activity is accomplished like “weekly communication between the teacher and the family” or “formation of a school
diversity club.”
Give a reasonable amount of time to accomplish the activity. Keep in mind that major goals require long-term
planning. Rarely do committees get formed or policies changed in a few months. Often the problems extend
beyond the classroom to the district, community, state, or national level. If this is the case, supply strategies or
activities that address those levels.
Sample Template for Action Plan
GOAL: ___________________________________________________________________________________
_________________________________________________________________________________________
PRACTICE: Activity, Resource, Strategy
Person(s)
Responsible
Criteria for
Evaluation
Timeline
1.
2.
3.
4.
Page 15 of 15

Syllabus - Portal - Notre Dame de Namur University

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