HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

Graduate College of Education and Human Development

HIGHED 620: Higher Education and It Is, and as It Should Be

(Officially known as Teaching, Learning and Curriculum in Urban Contexts)

Fall 2015

HIGHED 620 - 01 (3017); Friday 1:00-3:50, Wheatley W01-0078

John SaltmarshOffice: NERCHE, 1st Floor Wheatley Office Hours: Fridays: 12:30-1:30 PM, or by appointmentPhone: 617-287-7743Email: john.saltmarsh@umb.edu

Higher Education Leaders:Austin Ashe: Aaashe@gmail.comLiya Escalera-Kelley: Liyaescalera@gmial.comStephanie Fernandez: Sfernandez429@gmail.comEbru Korbek-Erdogmus: Ebru.Korbek-Erdogmus@umb.eduKaiya Letherer: kaiyaletherer@gmail.comMichael Metzger: MCMetzger01@gmail.comJennifer True: Jennifer.true001@umb.edu

UMass Boston's MissionThe University of Massachusetts Boston is a public research university with a dynamic culture of teaching and learning, and a special commitment to urban and global engagement. Our vibrant, multi-cultural educational environment encourages our broadly diverse campus community to thrive and succeed. Our distinguished scholarship, dedicated teaching, and engaged public service are mutually reinforcing, creating new knowledge while serving the public good of our city, our commonwealth, our nation, and our world.

Course DescriptionThis course is intended for leaders at all levels and in all professional positions in

higher education who are concerned with the quality of teaching and learning, educational outcomes, and the institutional contexts that support effective teaching and learning. While we explore the foundations that shape college and university curriculum to understand what exists today in higher education, the reality of the present moment is that higher education as a system and a knowledge industry is under enormous pressure to

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

fundamentally change. The entire system of knowledge generation and dissemination is in flux, with widespread calls for “disruptive innovation” needed to fundamentally remake universities coming from policy-makers and for-profit providers. Demographic shifts, the defunding of public post-secondary education, rising costs, digital learning technologies, the student debt burden, and the dominance of contingent faculty labor all contribute to an urgent focus on questions of access, equity, and social justice in relation to higher education’s purpose in a democracy and its contribution to the public good.Thus, the core challenge of this course is in preparing leaders of higher education to lead institutions that do not yet exist (hence the title of the course). The course explores methods of teaching and learning that most effectively achieve curricular outcomes and innovative practices that enhance student learning. Throughout, the course explores the kinds if institutional environments needed to support quality teaching and learning on college and university campuses. We will reflect on the readings, on our own practice, and on research questions related to teaching, learning, and curriculum that yield evidence that can inform practice related to improved teaching and learning.

Learning Outcomes:

Knowledge Skills Values/dispositionsKnowledge of Theories of learning and

their assumptions. Impacts of teaching

methods and educational environments.

Recent research findings on cognitive development and their implication for diverse students as learners.

The various assumptions underlying curricular design, currently and historically.

Current curricular design in American postsecondary education.

Emergent trends in teaching and learning and how they relate to organizational change.

The relationships that exist between how knowledge is

Skills to Compare, analyze, and

discuss traditional and innovative pedagogical approaches in colleges and universities.

Identify elements and dimensions of teaching effectiveness.

Analyze current developments in curriculum planning and implementation – specifically shifts toward a “learning paradigm,” efforts to include diverse perspectives within the curriculum, and ways to provide more connection and coherence across areas of academic study and between learning and life.

Be a critical reader of

Values of Respect for the knowledge and

experience of everyone involved in the educational process. This included valuing multiple voices and multiple perspectives in the process of learning, in the construction of knowledge, and in how knowledge is organized.

Teaching and learning as grounded in the position that knowledge is socially constructed, and that the lived experience and cultural frameworks that the teacher and learner bring to the educational setting form the basis for the discovery of new knowledge.

Students as assets to the educational process. The student’s assets are embraced because it is the experience and knowledge that they contribute to the learning process, and the

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

conceived and new knowledge generated (how we know what we know and what is legitimate knowledge in the academy), how knowledge is organized through the curriculum, how it is delivered through instruction, and the institutional cultures that reinforce the generation and dissemination of knowledge in higher education.

contemporary critiques, commentaries, policy statements, and reports concerning institutional change to improve teaching and learning.

Analyze internal and external influences that influence teaching and learning.

Improving skills as teachers: how are we perceived? How are we connecting with others in the room? Are we achieving our objectives?

Articulate a personal position of your leadership role in advancing quality teaching and learning.

authority of knowledge that they possess, that necessarily contributes to the construction of new knowledge. This is the essence of learner-centered education.

The core mission of higher education defined by both its academic and civic mandates. Academic practices are not ends in themselves, but means to the larger ends of educating citizens for active participation in a democracy.

Conceptual Framework for the Course:

The framework for the course consists of understanding the relationships that exist between

1) how knowledge is conceived and how we understand the generation of new knowledge (how we know what we know and what is legitimate knowledge in the academy),

2) how knowledge is organized through the curriculum, 3) how it is delivered through instruction, and 4) the institutional cultures that reinforce the generation and dissemination of

knowledge in higher education.

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

Required TextsSix books are required for the course – most of the readings for the class will be journal articles, chapters, and reports that I will provide. We will be using a Wordpress site for the course and Dropbox for assignments.

The required books for the course are the following:

1. Kamenetz, A., 2010. DIYU: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education. White River Junction, VT: Chelsea Green.

2. Boyer, E. L. 1990. Scholarship Reconsidered: Priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching. ISBN 0-7879-4069-0.

3. hooks, b. 1994. Teaching to Transgress: Education as the Practice of Freedom. Routledge. ISBN 0-415-90808-6.

4. Ibarra, R.A. 2001. Beyond Affirmative Action: Reframing the Context of Higher Education. University of Wisconsin Press. ISBN 0-299-16904-9.

5. Rendón, L. 2008. Sentipensante Pedagogy: Educating for Wholeness, Social Justice and Liberation. Sterling, VA: Stylus Publishing. ISBN: 978-1-57922-325-0.

6. Simpson, J.S. (2014) Longing for Justice: Higher Education and Democracy’s Agenda. Toronto: University of Toronto Press.

All the books are easily available through on-line vendors - I have not ordered them through the bookstore; often you can find used copies. Please get copies of the books before the start of class. Let me know if you have any problems – I have extra copies I can lend you.

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

There is one book that you may want to purchase if you haven’t already – we will use some of it for the course (provided electronically) and it is a resource that you might want to consider as part of your professional library:Pascarella, E.T. and Terenzini P.T. 2005. How College Affects Students, Volume 2: A Third Decade of Research, San Francisco: Jossey-Bass.

Class ParticipationThis is a reading-intensive, discussion-based, inquiry-driven course. Our class discussions are an opportunity to raise questions about readings, to clarify understandings, offer insights from personal experience, challenge ideas and opinions constructively, and reflect on how ideas can be translated into practice in higher education settings. It is an opportunity to learn from others. To participate effectively, you need to complete the assigned readings so as to critically assess the arguments, practices, and concepts presented. Consider using both a journal and the course Blog to make note of key points, pose questions, and connect ideas and concepts that will help you prepare for class discussion, and contribute additional readings.

Participation is a fundamental expectation: Did s/he demonstrate genuine curiosity about what takes place in classroom

discussions and an understanding of the processes and purposes associated with effective teaching and learning?

Did s/he demonstrate a capacity to listen effectively? (Often when we think we are listening to the other person, we’re really listening to ourselves; we’re rehearsing the argument we’re going to use to refute them, or jumping to a premature conclusion based on the first point they made).

Did s/he demonstrate the capacity to risk making mistakes in the service of his or her own learning and the learning of the group?

Did s/he demonstrate a capacity to listen to what isn’t being said, but is nonetheless being communicated? (A person’s words may tell one story, but another part of the story is communicated through body language, eye contact, expression and tone of voice).

Did s/he demonstrate the ability to translate major theoretical perspectives from the discussions and readings on teaching, learning, and curriculum being studied into practice?

Did s/he demonstrate an ability to make connections between classroom processes and larger social dynamics or patterns?

Did s/he demonstrate an understanding of how elements of his or her identity and history affected his/her perspective on what happened in the group as well as his/her capacity to contribute effectively?

Class Schedule

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

September 11

Epistemology I: Course Introduction - Context and Purpose

1. Chapter 7 (The Democratic Conception of Education) from John Dewey, 1916 (1966). Democracy and Education. New York: Free Press.

2. Chapter 3 (Professionals versus Democracy) and chapter 4 (Task Sharing for Democracy) from Albert Dzur, 2008. Democratic Professionalism: Citizen Participation and the Reconstruction of Professional Ethics, Identity, and Practice. University Park, PA: University of Pennsylvania Press.

3. Chapter 2 and 3 from Paulo Freire, 1970 (1994) Pedagogy of the Oppressed. New York, NY: Continuum.

4. Chapter 11 (Islands of Decency) and chapter 12 (Workshops) from Myles Horton, 1998. The Long Haul: An Autobiography. New York, NY: Teachers College Press.

September 18

Epistemology II:Students and Learning

Readings:1. Kretzmann, J.P. and McKnight, J.L.. 1993. “Introduction” to

Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community's Assets, Evanston, IL: Institute for Policy Research (1993).

2. Woods, S. “Putting an Asset-Based Perspective into Practice: The Collaborative Learning and Instruction Center at South Seattle Community College,” Washington Center for Improving the Quality of Undergraduate Education.

3. Valencia, R. 1997. “Conceptualizing the Notion of Deficit Thinking.”

4. Denise Green, “Historically Underserved Students: What We Know, What We Still Need to Know,” New Directions for Community Colleges, no. 135, Fall 2006, p. 21-28 Wiley Periodicals, Inc.

In-Class Discussion:Bring a copy of your campus’s mission statement to class and consider how the values and principles articulated in the mission are operationalized through the curriculum and through pedagogical practices on your campus. What is your perception of the degree to which your campus is “mission driven?” What is the evidence?

THE COLLEGE UNBOUND PROJECTConnecting with Adam Bush, Chief Academic Officer at College Unbound, Providence, RI

Readings:Kamenetz, A., 2010. DIYU: Edupunks, Edupreneurs, and the

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

Coming Transformation of Higher Education. White River Junction, VT: Chelsea Green

Kamenetz, A. (2011) The Transformation of Higher Education through Prior Learning Assessment, Change Magazine, September-October, http://www.changemag.org/Archives/Back%20Issues/2011/September-October%202011/transformation-full.html Kamenetz Prior Learning

College Unbound Documents (will be provided)

Adam Bush, An Ethic of Listening in Higher Education, Diversity and Democracy,  Busharticle_pp24-25

September 25

Epistemology III:Learning-Centered Education: Implication for the Curriculum

FACILITATION #1

Readings:1. Simpson, J.S., Longing For Justice, Chapters 1, 6.2. Barr, A. & Tagg, J. (1995). From teaching to learning: A new

paradigm for undergraduate education. Change, 27(6), 12-26.3. Edgerton, R. 2003. What’s Going on in Higher Education.

About Campus. May, Vol.8, Issue 2. p. 8-15.4. Pascarella and Terrenzini. How College Affects Students, Vol.

2, 2005. p. 89-134.5. Ewell, P. Organizing for Learning, AAHE Bulletin, Dec. 19976. Bransford, J. et. al. 2000. How People Learn: Brain, Mind,

Experience and School. National Academy Press. Chapter 1, p. 3-27; Chapter 6, p. 131-154

Assignment 1 Due: Educational AutobiographyOctober 2

Curriculum I: Defining the Curriculum

FACILITATION #2

Readings:1. Simpson, J.S., Longing For Justice, Chapter 2.2. Smith, P. 2004. Curricular Transformation, Change. Jan/Feb, p.

28-35.3. Stark, J.S, and Lattuca, L.R.(1997) Defining Curriculum: An

Academic Plan (CAUC, p. 323)4. Tierney, W. (1989) Cultural Politics and Curriculum in

Postsecondary Education (CAUC, p. 25)

October 9

Curriculum II: Debates about the Curriculum

Readings:1. Stark, J.S. and Lattuca, L.R. (1997) Recurring Debates about

College Curriculum (CAUC, p.66)2. Simpson, J.S., Longing For Justice, Chapters 4-5.3. Huggett, K.D., Smith, N.C. and Conrad, C.F., Undergraduate

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

FACILITATION #3

Curriculum, Traditional and Contemporary Perspectives – Innovations in the Undergraduate Curriculum

Progress Report on Assignment 3 Due in ClassOctober 16

Curriculum III:Trans-disciplinarity and Curriculum Change

FACILITATION # 4

Readings:1. bell hooks, Teaching to Transgress, Chapters 1,2,3,10,12.2. Kiang, P.N. (2008) "Crouching activists, hidden scholars:

Reflections on research and development with students and communities in Asian American studies," in Charles R. Hale, Ed. (2008) Engaging contradictions: Theory, politics, and methods of activist scholarship. Berkeley: University of California Press, p. 299-318.

3. Saltmarsh, J. (2010) Review of Engaging contradictions: Theory, politics, and methods of activist scholarship. Journal of Higher Education Outreach and Engagement.

October 23

Pedagogy I:Participatory Epistemology and Integrative Learning

FACILITATION# 5

Readings:1. Rendon, L. 2008. Sentipensante Pedagogy: Educating for

Wholeness, Social Justice and Liberation. Sterling, VA: Stylus Publishing.

2. Rendón, L.I. (1992) From the Barrio to the Academy: Revelations of a Mexican American “Scholarship Girl.” In Zwerling, S.L. and London, H.B. eds. First Generation Students: Confronting the Cultural Issues. New Directions for Community Colleges, no. 80, winter. SanFrancisco: Jossey-Bass, p. 55-64.

3. Saltmarsh, J. (2010) Review of Sentipensante Pedagogy: Educating for Wholeness, Social Justice and Liberation, Michigan Journal of Community Service Learning

Assignment 2: Educational Philosophy DueOctober 30

COLLEGE UNBOUND

Readings:College Unbound Project Documents

November 6 (ASHE)

November 13Readings:1. Kolb, D.A. (1981) Learning Styles and Disciplinary Difference

(TLCC, p. 127)

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

Pedagogy II:Ways of Knowing

FACILITATION #6

2. Belenky, M.F., et al, 1996 edition. “Connected and Separate Knowing: Towards a Marriage of Two Minds,” in Women’s Ways of Knowing: The Development of Self, Voice, and Mind.

3. Simpson, J.S., Longing for Justice, Chapter 3.4. Cross, P. 1998. “Why learning communities? Why now?” About

Campus5. Saltmarsh, J. (2010) “Changing Pedagogies,” in Fitzgerald, H.

E., Burack, C., & Seifer, S. (Eds), Handbook of Engaged Scholarship: The contemporary landscape. (Vol. 1). Institutional change. East Lansing, MI: Michigan State University Press.

6. George D. Kuh. 2008. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, Association of American Colleges and Universities.

Kolb Learning Styles InventoryComplete the Kolb Learning Styles Inventory and bring the results to class

November 20

Full Day with Dr. FrankeNovember 27 Thanksgiving

December 4

Institutional Environment I:Learning Styles and Changing Demographics

FACILITATION #7

Readings:1. Ibarra, Chapter 1, p. 3-19; Chapter 2, p. 20-42; Chapter 3, p.

43-78; Chapter 8, p. 222-2592. Mellow et all, The Face of the Future, Change Magazine,

March/April 2003.3. Broido, E. Understanding Diversity in Millennial Students,

New Directions for Student Services, no 106, Summer 2004, p. 73-85

4. Susan Sturm, Tim Eatman, John Saltmarsh, and Adam Bush (2011) Full Participation: Building the Architecture for Diversity and Community Engagement in Higher Education

December 11

Institutional Environment II:Leadership for Learning

Readings:Boyer, E. L. 1990. Scholarship Reconsidered: Priorities of the Professoriate. The Carnegie Foundation for Advancement of Teaching.

Boyer, E. 1996. “The Scholarship of Engagement,” Journal of Public Service & Outreach, 1, no. 1, spring. P. 11-20

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

Simpson, J.S., Longing for Justice, Chapter 7.

John Saltmarsh and Matthew Hartley, “Chapter 1: Democratic Engagement,” in John Saltmarsh and Matthew Hartley, (2011) Eds. “To Serve a Larger Purpose:” Engagement for Democracy and the Transformation of Higher Education. Philadelphia, PA: Temple University Press.

In-Class Discussion:Read and reflect on your Philosophy of Education paper. What, if anything has changed in your philosophy (revised, shifted, clarified, solidified) – and why?

How would you describe an approach to leadership in higher education that is consistent with your philosophy of higher education?

Provide at least one (actual or hypothetical) example of how you would enact your philosophy of leadership.

How does your philosophy address what is needed to change higher education in ways that it will more effectively meet the challenges it faces now and will face in the future?

ASSIGNMENTS

Due Dates and Grading ASSIGNMENT Total Points

Assignment 1: Educational Autobiography September 25 15Assignment 2: Educational Philosophy Statement October 23 20Assignment 3: Innovation Paper Progress Report

Due October 9 Final Paper Due

Date: TBD

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College Unbound Project Due Date TBD 25Class Facilitation 15

Class FacilitationThis assignment involves the design, presentation, and facilitation of one class meeting (for approximately one hour). You will need to sign up for one class meeting. It will be

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

your responsibility to guide discussion, focusing primarily on key concepts from the readings, analysis of the readings, and raising probing questions to generate critical analysis and discussion.

You are encouraged to meet with me (in person or on the phone) at least a week before your facilitation to discuss your approach and plan for the session. While not required, if you need PowerPoint or handouts for your session, you can arrange that with me prior to class.

Your class facilitation will be assessed based on three factors: Clarity of Presentation Mastery of Content Pedagogical Method

Also: When a national higher education association is referenced in the syllabus, include a discussion of the history, purpose, and membership of the association and a discussion of the relevance of the association to the themes and issues of the course. Class Facilitation DATE TOPIC FACILITATOR(S)

September 25 Epistemology III:Learning-Centered Education: Implication for the Curriculum

1.

October 2 Curriculum I: Defining the Curriculum

2.

October 9 Curriculum II: Debates about the Curriculum

3.

October 16 Curriculum III:Trans-disciplinarity and Curriculum Change

4.

October 23 Pedagogy I:Participatory Epistemology and Integrative Learning

5.

November 13 Pedagogy II: Ways of Knowing 6.

December 4 Institutional Environment I:Learning Styles and Changing Demographics

7.

College Unbound ProjectOver the past three years, we have woven College Unbound into the course in progressively deeper ways. What started as class visits – in many ways to observe a

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

college experimenting with many of the disruptive innovations that the literature talks about, but few institutions practice – has evolved into a more reciprocal relationship and a substantive course project. Last year, the students in the course formed a consulting team and provided a report to assist CU with their accreditation processes (which are continuing this year). The report also proved helpful in having College Unbound approved as a new college in the state (http://www.nebhe.org/thejournal/to-knock-down-barriers-for-returning-adult-learners-rhode-island-tries-something-new/?utm_source=NEJHE+NewsBlast+6%2F17%2F15%3A+NEBHE%27s+%22Redesigning+Student+Aid%22+Effort+Continues+with&utm_campaign=NEJHE+NewsBlast&utm_medium=email).

You should spend some time on the CU website (www.CollegeUnbound.org).

Our main contact at College Unbound is Adam Bush, who serves as the chief academic officer. Adam will connect with us virtually during class on September 25th.

Our commitment to this project involves two visits to campus. One will be during class time and one will be on your own. To get a sense of the educational environment and to observe the educational dynamics, we would like each of you, individually or in groups, to come to a Monday or Wednesday seminar (food at 5:30 PM, seminar starts at 6:00 and ends at 8:30) at CU before our full class visit. [Please note that there are no CU classes on Labor Day or Columbus Day. – and Oct 13, 14, and 15 are exhibitions, which don’t necessarily give the full breadth of the educational dynamics].

On October 30, we will visit CU as a class (I have worked out a swap with Dr. Franke so that you will have all day with 620 on the 30th and all day with him on November 20.

Project ideas: At this point, we have sketched out some possible project ideas. These will get refined early in the semester. We will approach whatever project(s) we undertake with a lens of deeper understanding of the conceptual framework for the course.

White Papers--Why is a degree completion college needed for the state?  How can it be a private non-profit but also public affiliated? --A study of non-profit private schools started in past five years (There seem to be a number of public institutions and for-profits, but rarely a private non-profit in this climate).

Internal Documents Proposals--Back Room—what’s the most creative way to organize CU's infrastructure?--What can/should our student services look like?

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

NEASC visit--Review CU’s Eligibility documents and help coordinate self-study data and degree effectiveness. 

Public Materials--Help analyze CU’s Smarter Measure data and help create other materials/articles they don’t have.

Kolb Learning Styles Inventory.Your assignment is to take the Kolb Inventory and bring the results to class.

The latest version of the inventory (3.1) can be found on line. There is $35 fee associated with taking the inventory.

http://www.haygroup.com/leadershipandtalentondemand/ourproducts/item_details.aspx?itemid=118&type=2

Author: David A. Kolb, Ph.D. Completion Time: 20-30 minutes

Description: The Learning Style Inventory is a statistically reliable and valid, 12-item assessment tool, developed by David A. Kolb, Ph.D.

Individual Assignment 1: Educational AutobiographyWrite an autobiographical statement about who you are as a learner. You should primarily draw upon reflection on your experiences as a learner, focusing primarily on your experiences in higher education. Consider influences on your development as a learner, including but not limited to personal circumstances (family socio-economic status, race, ethnicity, gender) as well as social factors (where you grew up, early schooling experiences, mass media, technology, etc.). You can also draw on literature you are familiar with to help with your analysis. Finally, include how your experiences with learning and education have shaped your identity as an educator and educational leader.

Your autobiography should be 2-4 pages, typed, double-spaced.

Individual Assignment 2: Philosophy of Education Statement.The focus of the assignment is to write a philosophy of education statement in which you articulate your core beliefs about higher education and how these guide your administrative and/or teaching practice and leadership.

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

I want to stress that while this statement can be shaped by your own life story, it is not to be autobiographical as was the last assignment – this is about how you understand higher education and your relationship to it, its meaning, purpose, and why you have chosen higher education as the place to place you stake in the ground. As Wendell Berry has said, “what I stand for is what I stand on.” Why have you chosen to stand in higher education?

You should incorporate into the paper key thinkers who have shaped your understanding; you will want to reference key literature, theorists, philosophers, teachers and others who have influenced your beliefs about higher education.

This assignment is an opportunity to actively examine your beliefs about higher education and to become conscious of your beliefs and how they influence your professional practice and leadership. In addition to articulating your philosophy, you will also address how your philosophy could be realized in an undergraduate or graduate program (in a course, a department, a college, an institution).

As you think about your philosophy statement, think about the terms that you use to describe your beliefs and how you will define them for the reader: terms like “critical thinking,” “democratic education,” “well-rounded person,” “holistic education,” “learner-centered,” “civic engagement,” “liberally educated,” “social justice,” etc.. One aspect of this philosophy statement will be to connect your individual practice to the larger purposes of higher education.

Your statement should be 3-5 pages, (typed, double spaced). This is intentionally short and concise – think about the NPR show that ran for years called “This I Believe” – what is it that you believe about higher education and your role in leading it.

Individual Assignment 3: Innovative Pedagogy/Curricular Structure AnalysisIdentify an innovative pedagogical method and/or curricular structure that is being employed on your campus (or a campus of your choosing). {15-20 page paper}

For the Progress Report for your paper, you should turn in a one-page paper that includes:What is the innovation on your campus? Who is responsible of implementing the it? Which students are involved and how many?

Your final paper should also address:

1. When was this innovation implemented on campus? Why?[Construct this part of your paper as a problem statement – what is the educational problem that the campus is addressing?] {1-2 pages}

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

2. What are some key questions that you will want to ask to be able to explore and understand this pedagogical innovation?

Things to consider: Who enacts/practices this innovation? Are their rewards for implementing this innovation? Which students are impacted by this practice? Where is it located? What are its intended outcomes? Is there any evidence of its effectiveness? How institutionalized is this practice (deep, pervasive, integrated, sustainable)? {1

page}

3. How will you explore this innovation [Method] (Be sure to provide citations for your sources – interviews, documents, web sites, etc.) {1 page}

4. What is some of the key literature that you need to understand in order to be able to analyze this innovation? [explicate current scholarship and provide your analysis of the literature - cite readings from the course and additional readings if possible] {3-5 pages}

5. What did you discover? [Findings – what is happening] {2-4 pages}

6. What does it all mean? [Analysis of findings in the context of the literature and the campus practice] {2-4 pages}

7. What are the implications for the campus or more broadly? {2-4 pages}

The One-Minute Paper

The One-Minute Paper is a tool designed by Pat Cross and Tom Angelo ) Classroom Assessment Techniques, 1988) to provide formative assessment of student learning.

We will end each class meeting with a one-minute paper. The paper is a response to two questions:

1) What is the one big idea that you are taking away from this class?2) What is the big unanswered question that you are left with?

More information on the One-Minute Paper can be found at:http://www.maa.org/SAUM/maanotes49/87.html

http://www.csupomona.edu/~biology/teaching_bytes/one-minute-paper.pdf

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HIGHED 620: Teaching, Learning and Curriculum in Urban Contexts, Fall 2015

Accommodations

The University of Massachusetts Boston is committed to providing reasonable academic accommodations for all students with disabilities. This syllabus is available in alternate format upon request. If you have a disability and feel you will need accommodations in this course, please contact the Ross Center for Disability Services, Campus Center, Upper Level, Room 211 at 617.287.7430. http://www.umb.edu/academics/vpass/disability/ After registration with the Ross Center, a student should present and discuss the accommodations with the professor. Although a student can request accommodations at any time, we recommend that students inform the professor of the need for accommodations by the end of the Drop/Add period to ensure that accommodations are available for the entirety of the course.

Academic Integrity and the Code of Student Conduct

Syllabi should contain information about expectations around academic honesty. If your course includes group projects, the syllabus should make clear your expectation for group work versus individual work. Syllabi for courses that include fieldwork should also make clear any ethical obligations to the site. The following is standard language on academic honesty – Code of Conduct and Academic IntegrityIt is the expressed policy of the University that every aspect of academic life--not only formal coursework situations, but all relationships and interactions connected to the educational process--shall be conducted in an absolutely and uncompromisingly honest manner. The University presupposes that any submission of work for academic credit is the student’s own and is in compliance with University policies, including its policies on appropriate citation and plagiarism. These policies are spelled out in the Code of Student Conduct. Students are required to adhere to the Code of Student Conduct, including requirements for academic honesty, as delineated in the University of Massachusetts Boston Graduate Catalogue and relevant program student handbook(s). UMB Code of Student ConductYou are encouraged to visit and review the UMass website on Correct Citation and Avoiding Plagiarism: http://umb.libguides.com/GradStudiesCitations

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