Maymester 2009 Course Descriptions
EDCI 205 Exploring Teaching as a Career (3 credits) The purpose of this course is to provide students with experiences that will assist them in making informed career choices and build a foundation for future education courses. Students will explore four questions: What does it mean to teach? What does it mean to learn? What is the nature of schools? What are the purposes of schooling in society? These questions will be explored in the context of a field placement in a bilingual elementary school in Zamorano, Honduras. Purdue students will work with teachers, students and families in the community. Students will also read texts related to teaching in diverse contexts, English as a second language students, and bilingualism in the United States. Through class discussions about the field experience, course readings and associated writing assignments students will clarify, refine, and apply their developing educational philosophy. In addition students will be exposed to standards in the profession and create electronic portfolios to demonstrate their developing competencies.
EDCI 285 Multiculturalism and Education (3 credits) This course serves as an introduction to the study of multiculturalism and its multiple meanings within society. There will be a practical, hands-on component to the course as students work with teachers, students and families in a bilingual school in Zamorano, Honduras. Students will read about and discuss issues such as: race, class, gender, language, ability, ethnicity, culture, power, and literacy. The principal goal of this course is to promote a critical understanding of one's self as a social being in order to understand the "how" and "why" that shape perspectives on political opinions, socioeconomic class roles, religious beliefs, gender roles, and racial self-image. Particular emphasis will be paid to issues of second language and bilingualism. Through class discussions about the field experience, course readings and associated writing students will clarify, refine, and apply their developing understandings of diversity in teaching and learning. In addition students will be exposed to standards in the profession and create electronic portfolios to demonstrate their developing competencies.
EDCI 585 Multicultural Education (3 credits) The syllabus will be sent to students prior to departure; includes list of readings and course requirements. Note that 12 journal entries are due for this course: reflect on experience in Honduras and on texts and readings in course. Each entry should be 4-5 pages. Final project is combination of all journal entries.
EDCI 490 Individual Research Problems (3 credits) This course will be designed in consultation with faculty to meet the needs of undergraduate students seeking experience in research, teaching or education.
EDCI 590 Individual Research Problems (3 credits) This course will be designed in consultation with faculty to meet the needs of graduate students seeking experience in research, teaching or education. There will be opportunities for students to study bilingual education issues, second language acquisition issues, and/or education in a developing country. Final assignments are negotiated with faculty.
Course Assignments EDCI 205 and EDCI 285 (assignments are for both classes) Please ensure you have your name on each assignment and number all pages. Required texts: Beals, M.P. (1995). Warriors Don't Cry. New York: Pocket Books. Benjamin, M. (1987). Don’t be Afraid Gringo: A Honduran Woman Speaks from the Heart. New York: Harper Perennial. Paley, V. (2000). White Teacher. Cambridge, MA: Harvard University Press. PDF Files: Zinn Article Zinn.PDF Assignments: 1) 10-12 Daily Journals (2-3 pages per day, to be posted on the eportfolio site with other assignments) 2) Ethnographic monograph: My Experience in Honduras (see below) 3) Taskstream portfolio Assignment Components: Reading and reflection on readings (listed above), discussion of readings and field experience, written work and portfolio Seminars on Honduran education and bilingual education Compilation of ethnography of Honduran experience in: Word format Digital video (optional) Still montage (optional) Field experience in bilingual school: Work with individual teacher in classroom Work with individual child and family of child (if possible) Ethnographic monograph: My Experience in Honduras My Experience in Honduras consists of 9 parts. (You must include reflections on the three texts used in the course. You can use excerpts from your journals in the other assignments.) The paper will be about 20-25 pages plus an eportfolio. 1) Autobiographical Reflection: (Suggest you do this prior to your departure.) Write a reflection on your prior educational experiences, how they have shaped your interest in becoming a teacher, and what you believe about teaching and learning. Reflect on your position in society in terms of race, class and gender and how they have impacted your experience. {See EDCI 205 website Project 1 for requirements.} (4-5 pages) 2) Expectations of Honduras and First Impressions of Honduras: (Do first part of this prior to your departure.) Write a reflection on why you chose the program, what you expected to find in Honduras, and expectations of children, teachers, and the school in Honduras.  Reflect on what you expect to encounter in terms of race, class and gender and how they will impact your experience. Describe in detail your arrival in Honduras and compare this to your prior expectations.  (1-2 pages) 3) School Portrait: Create a life-like physical description of the school and grounds, classrooms and other areas of the school where you did your field experience.  Include any information on the history, director, teachers and students you are able to obtain. You will also contextualize the school portrait within the broader context of Honduran education from information you obtain from before departure seminars, on-site, and from Internet sources. (1-2 pages) 4) Teacher Portrait: Describe in the teacher you worked with during your field experience. Include information on her/his educational background, experiences teaching prior to Honduras, and experiences in Honduras. Reflect on the teacher's race, class and gender and how they have impacted her/his experience in Honduras. Discuss the teacher’s philosophy of education in particular in regards to bilingual education. (1- 2 pages) 5) Student, Family, and Community Portrait: Describe a student you worked closely with during the field experience. If you have the opportunity to visit the family, include information on the visit (s). Also include details on any activities you engaged in with the student. (2-3 pages) 6) Rural School Experiences: Reflect on the two trips to rural schools. Compare and contrast with the school where you are doing your filed experience. (2-3 pages) 7) Cultural Experience: Reflect on your visits to villages and Copan. In Copan pay attention to notions of Indigenous Knowledge (what you have learned about what the Mayan population knew/knows). (2-3 pages) 8)  Educational Philosophy: Discuss your developing educational philosophy. {See EDCI 205 website Project 3 for requirements.}(3-4 pages) 9) Conclusion: How has the trip impacted your view of yourself as a teacher? How has it impacted your career goals and where/who you would like to teach in the future? Write on your overall feelings about the trip. Include advice to future students in the program. (1-2 pages) Taskstream Portfolio When you return to campus create an electronic portfolio. In this project you will reflect on what you have learned in the light of the standards. See EDCI 205 website Project 4 for requirements. Include two files: 1) a file with all your journals clearly indicating your name, day and date; and, 2) a file with all of the above eight components. Please note these files must be approved by the course instructor before posting. (Please send as two attachments.) Course Assignments EDCI 590 (negotiate with instructor)
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