University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term:
Subject Area - Course Number: EDUINDP Cross-listing: 470
(See Note #1 below)
Course Title: (Limited to 65 characters) Teaching Across Cultures: People and Cultures of Ecuador
25-Character Abbreviation: Teaching Across Cultures
Sponsor(s): Simone DeVore and M William Johnson
Department(s): Special Eduation and Communication
College(s):
Consultation took place: NA Yes (list departments and attach consultation sheet)
Departments:
Programs Affected: Designed for students who choose to student teach in Ecuador
Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)
NA Yes will be at future meeting
Prerequisites: Signed up for final semester of student teaching
Grade Basis: Conventional Letter S/NC or Pass/Fail
Course will be offered: Part of Load Above Load
On Campus Off Campus - Location Cuenca, Ecuador
College: Dept/Area(s): EDUINDP
Instructor: M William Johnson
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Technological Literacy Requirement Writing Requirement
Diversity General Education Option:
Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Credit/Contact Hours: (per semester)
Total lab hours: Total lecture hours: 48
Number of credits: 3 Total contact hours:
Can course be taken more than once for credit? (Repeatability)
No Yes If "Yes", answer the following questions:
No of times in major: No of credits in major:
No of times in degree: No of credits in degree:
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Proposal Information: (Procedures for form #3)
Course justification: This course provides student teachers with an international experience, which is an important component of comprehensive teacher training programs so that future educators understand today’s global issues and model respect and honor for other cultures (Oxfam, 2006; Heyl & MacCarthy, 2003). The course will advance the UW-Whitewater‘s strategic goal of providing a significant number of students with a meaningful experience abroad. The course will help each student to develop a sense of community, global perspectives, and respect for diversity (all core values of the university).
Relationship to program assessment objectives: Student teachers who take this course complete a student teaching exit portfolio as part of their professional education. They develop artifacts (e.g. digital story, unit plan, case study) that they can include in their portfolio. The university supervisor will score the artifact according to program assessment system (e.g. rubrics).
Budgetary impact: The course instructor is hired through Continuing Education.
Course description: (50 word limit)
This course ties together student teachers’ study abroad experience while teaching in Ecuador. Course learning activities include visiting archeological sites, villages inhabited by indigenous populations, readings, and lectures. Students experience the geographical diversity of the Ecuadorian Andes and learn from interactions with local people and guest speakers.
If dual listed, list graduate level requirements for the following:
1. Content (e.g., What are additional presentation/project requirements?)
2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )
3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
Course objectives and tentative course syllabus:
See below.
Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).
Course Objectives and tentative course syllabus with mandatory information (paste syllabus below):
See following pages.
EDUINDP 470 3 Credits
Teaching Across Cultures: People and Cultures of Ecuador
Spring 2013 (March 9 – May 4)
UW-WHITEWATER College of Education
Instructor: Bill Johnson
Location: Centros de Estudios Interamericanos (CEDEI) Cuenca, Ecuador
Tuesday, Thursday 4:00-6:00 p.m. and off campus activities as indicated in Calendario de Actividades (attached)
Required Text:
Nicholas Crowder: A Survival Guide to Customs and Etiquette in Ecuador, Marshall Cavendish Corporation (October 2009) ISBN-10: 0761456643 ISBN-13: 978-0761456643
Recommended Text:
De La Torre, Carlos and Striffler, Steve(Editors), Ecuador Reader:History, Culture, Politics, Duke University Press, 2009.
Other readings to be assigned PDF files will be provided on D2L.
Course Objectives: Students will:
- Learn to function as a foreigner in a Latin American school and community
- Be exposed to life styles different from the ones familiar with when living in Wisconsin
- Meet and discuss different cultural experiences in a cultural context different from the student’s primary orientation
- Study and discuss issues students experience in their student teaching, living with families, and explorations in and around Cuenca.
- Chronicle experiences through journal writing.
- Tie together knowledge acquired on the politics, economy, ecology, and communication structures of Ecuador with reference to other Latin American cultures and the United States.
Pass: 75 points or more
Fail: 74 points or below
Grading Policy:
Quizzes 20 points each = 60 points
Cultural Mapping Exercises = 10 points
Class Participation = 10 points
Final Digital Journal Narrative = 20 points
Total = 100 points
Unapproved missing of class: -5 points each
Unapproved missing of official outings: -10 points each
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).
Weekly Schedule, Topics, and Activities (subject to revision):
Week 1 -
Arrive in Cuenca (Monday)
Orientation
Guayaquil City Tour
Overnight Sunday in Hostería Uzhupud
Dealing with culture shock
Monday, Cultural mapping (Gualaceo)
Meet host families Monday afternoon.
Geography and people of the Andes: Overview: the highlands, the coast; the oriente
Reading: Crowder, “One country four faces”; “Customs and Etiquette;” “Culture Shock and the Problem of Adjustment to New Cultural Environments.”
Weekend trip: El Cajas National Park (Optional Camping)
Week 2 –
Communicating across cultures: Introduction
Pre-Inca and Inca Culture
Cuenca City Tour
Andean Colonial Era
Reading: Crowder, “A Divided Land”; “Some Serious Medical Stuff”; Gay, Geneva. “Culture and Communication in the Classroom,” in Samovar, Larry, et al, Intercultural Communication, XI Ed., pp. 326-342. Belmont, CA, Thompson Wadsworth: 2006
Introduction to Digital Storytelling—Sharing your experiences as a teacher in Ecuador
Quiz # 1
Weekend Free
Week 3 –
Teaching across Cultures
Education in Ecuador: Overview
Primary Education in Ecuador
Reading: Crowder, “Language,” pp. 118-128; “Settling In.” pp. 170-213, “Enjoying Ecuador,” pp.233-267; Le Roux Johann. “Social Dynamics of the Multicultural Classroom, in Samovar, Larry, et al, Intercultural Communication, XI Ed., pp. 326-342. Belmont, CA, Thompson Wadsworth: 2006, pp. 343-353
Saraguro Trip on weekend
Week 4 –
Population and Social Classes
Religion
Art and Literature
Reading: Crowder, “Ecuadorian Society”; “Cuy, Caldos & Chica,” pp. 150-169,
Discussion: Introduction to Ecuadorian indigenous societies, Weismantel, Mary J., “Mothers of the Patria: La Chola Cuencana, and La Mama Negra,” pp.325-354, in De La Torre, Carlos and Striffler, Steve(Editors), Ecuador Reader:History, Culture, Politics, Duke University Press, 2009.
Day of the Dead, (Cueca Independence day — Holiday on Wednesday, Thursday, Friday, Saturday)
Free Weekend
Week 5-
Quiz #2
Ethnic Politics, Government and Political Movements,The Military
Reading: Crowder, “Economy and Politics, “ pp. 76-91; National Identity and the First Black Indigenous Movement,” Salomon Isacovici in De La Torre, Carlos and Striffler, Steve(Editors), Ecuador Reader:History, Culture, Politics, Duke University Press, 2009.
Free Weekend
Week 6-
Striffler, Steve(Editors), Ecuador Reader:History, Culture, Politics, Duke University Press, 2009; Emigration
Brad Jokisch and David Kyle; “The Progressive Church and the Role of Oil”
Quiz # 3.
Free Weekend
Week 7-
Bates, Diane C. The Panama Hat Trail, in Torre, Carlos De Laand Striffler, Steve(Editors), Trip to Panama hat factory
First draft of digital stories due for presentation in class.
Saturday Morning: Visit to Banco Central Anthropological Museum
Remainder of Weekend Free
Week 8-
Economy of Ecuador
Ecuador and the world (Readings to be assigned)
Final digital stories due.
Weekend:
Cuenca-Guayaquil, Visit cacao and banana plantation.
Leave for home Saturday of week 8.
Bibliography:
Barna, Laray M. “Stumbling Blocks in Intercultural Communication,” in Samovar and Porter, Intercultural Communication, 9th Edition 2000.
Begley, Polly A., “Sojourner Adaptation,” in Samovar, Larry, et al, Intercultural Communication XI Ed., pp. 387-393. Belmont, CA, Thompson Wadsworth: 2006.
Chen, Guo-Ming and William J Starosta, “Intercultural Awareness,” in Samovar, Larry, et al, Intercultural Communication, XI Ed., pp. 357-365. Belmont, CA, Thompson Wadsworth: 2006.
De La Torre, Carlos and Striffler, Steve(Editors), Ecuador Reader:History, Culture, Politics, Duke University Press, 2009.
Desouza, Shireen J. & Zeck, Arnett P. (2003). Reflections on an Ecuadorian preschool: Identifying opportunities for assistance. Early Childhood Education Journal, 30 (4,) Summer 2003.
Nilda Chong and Francia Baez, Latino Culture: A Dynamic Force In The Changing American Workplace, 2005. “Communication Styles of Latinos,” pp. 47-67.
Crowder, Nicolas, Culture Shock! Ecuador: A Guide to Customs and Etiquette, Portland, Oregon, Graphic Arts Center Publishing: 2007.
Gay, Geneva. “Culture and Communication in the Classroom,” in Samovar, Larry, et al, Intercultural Communication, XI Ed., pp. 326-342. Belmont, CA, Thompson Wadsworth: 2006.
Global Learning Portal: Connecting and Inspiring Educators Worldwide, http://www.glp.net/web/guest/home
Global Learning Portal, 1875 Connecticut Avenue NW #805, Washington, D.C. 20009, USA
Guo-Ming Chen and William Starosta, “Cultural Perception and Values,” in Foundations of Intercultural Communication,” pp. 32-45, 1998.
Hall, Edward T., Beyond Culture. Doubleday, Garden City: 1976.
______. Narratives and Rituals, Allyn and Bacon, 2001
______. The Silent Language, Doubleday, Garden City: 1976
Hughes, Crispin (2003). Education for global citizenship: A guide for schools. Oxfam International: 2003
Rod Janzen, “Five Paradigms of Ethnic Relations,” in Samovar and Porter, Intercultural Communication, 9th Edition, pp. 36-42, Thompson-Wadsworth: 2000.
Le Roux, Johann, “Social Dynamics of the Multicultural Classroom,” in Samovar, Larry, et al, Intercultural Communication, XI Ed., pp. 343-353. Belmont, CA, Thompson Wadsworth: 2006.
Roy, Carolyn. “Mexican Dichos: Lessons Through Language,” in Samovar, Larry, et al, Intercultural Communication, XI Ed., pp. 246-249. Belmont, CA, Thompson Wadsworth: 2006.
Pederson, P. The Five Stages of Culture Shock, “Experiencing Culture Shock,” pp. 1-13, 1995.
Thompson, Moritz, Living Poor: A Peace Corps Chronicle,University of Washington Press: 1990
Whitten, Norman E. Black Frontiersmen: Afro-Hispanic Culture of Ecuador and Colombia, Waveland Press, Prospect Heights, Illinois: 1974
______(ed.). Millenial Ecuador: Critical Essays on Cultural Transformations & Social Dynamics, Iowa City, University of Iowa Press: 2003.
Young, Mary & Commins, Eilish. Global Citizenship: The handbook for primary Teaching. Oxfam: 2002
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