IntroductiontoSchoolinginCommunities
NorthwesternUniversity
SchoolofEducationandSocialPolicy(SESP) Spring2017
______
Professor:Brady K. Jones
TeachingAssistant:Courtenay Kessler
Class: Thursdays, 2-4 pm
Location: AnnenbergHall,Room303,BaldwinStudio (on 5/18 meet in G22)
Office Hours: Brady Jones
Byappointment
312-375-0636
214Annenberg
Courtenay Kessler
Byappointment:
617-767-6670
Annenberg
COURSEOVERVIEW
The maingoal of this course is to engage prospective teachers and others interested in community-based education initiatives in the study and work of community organizations that target young people. We explore three main topics:
(1)the resources youth can draw from their communities
(2)the role community organizations play in youth development and what in-school educators can learn from them
(3)considerations to keep in mind when working with students from diverse backgrounds.
Students will explore these topics through a combination of course materials, guest speakers, and on-the-ground work and research in community organizations that serve youth.
Bytheendofthecourse,studentswillhave gainedknowledgeandexperiencethatwillenablethemto(1) morethoughtfullyandmeaningfully engagewithyouthinout-of-schoolsettingsandwithcommunity-basedorganizationswhose focusisonthedevelopmentofyouth and (2), if they become teachers, apply useful ideas and practices from community-based organizations to their classrooms.
COURSEGOALS
ThecoursealsoisguidedbytheNorthwesternUniversityConceptualFrameworkforteaching programsandconsistentwiththeIllinoisProfessionalTeachingStandards(2013),particularlythe firstthreestandards:
Standard1: TeachingDiverseStudents
Thecompetentteacherunderstandsthediversecharacteristicsandabilitiesofeachstudentand howindividualsdevelopandlearnwithinthecontextoftheirsocial,economic,cultural,
linguistic,andacademicexperiences. Theteacherusestheseexperiencestocreateinstructional opportunitiesthatmaximizestudentlearning.
Standard2: ContentAreaandPedagogicalKnowledge
Thecompetentteacherhasin-depthunderstandingofcontentareaknowledgethatincludes centralconcepts,methodsofinquiry,structuresofthedisciplines,andcontentarealiteracy. The teachercreatesmeaningfullearningexperiencesforeachstudentbaseduponinteractionsamong contentareaandpedagogicalknowledge,andevidence-basedpractice.
Standard3: PlanningforDifferentiatedInstruction
Thecompetentteacherplansanddesignsinstructionbasedoncontentareaknowledge,diverse studentcharacteristics,studentperformancedata,curriculumgoals,andthecommunitycontext. Theteacherplansforongoingstudentgrowthandachievement.
COURSEREQUIREMENTS
Expectationsarehighforparticipation,professionalism,andengagementinclassactivitiesandin theinternship. Both–theclassandtheguidedinternship–areintegraltothecourse. Youwill needtocompleteaminimumof25hoursintheinternship. Severalcomponentsmake upthecourserequirements.
Attendanceandparticipation(25%)
• Attendanceateachclasssessionisrequiredandwillbedocumentedwithsign-insheets.
Studentsareexpectedtoarriveateachclasssessionontimeandtohavereadthe materialsassigned,preparedtoparticipateconstructivelyinclassdiscussions. Oneabsenceisexcusedwithoutpenalty–noquestionsasked. An absencebeyondthatwillaffectyourgrade.
•Studentswilltaketurnseachweekfacilitatingaclassdiscussionofthereadingsforthat week. Thiswillinvolvedevelopingdiscussionquestionsandotherclassactivitiesthat relatethereadingstothethemes/goalsofthecourse,identifysalienttopics/issuesthat connecttootherreadingsinthecourse,andattempttoconnecttolearningintheguided internshipexperience. Assignments will be made on 3/30.
Organizationalanalysis(10%)
•Thisanalysiswillincludeanorganizationalchartofyourinternshipsite(onepage),anda briefdescriptionoftheorganization’smission,structure,decision-makingprocesses, majorfundingsources,andrelationshiptoschools(2pages). DUEAPRIL13.
Reflectionpaper1(15%)
•Reflectonyourinternshipexperiencetodate. Drawonaminimumoffourreadings assignedforthiscourseandyourfieldnotestohighlightparticularthemesinyour internshipobservationsandexperiences. Useboththereadingsandyourexperiences(as documentedinyourfieldnotes)tosupportyourperspectives. Citecoursereadingsin AmericanPsychologicalAssociation(APA)style(3-5pages). DUEMAY4.
Individualinterview(10%)
•Conductaformalinterviewwithoneparticipantatthesite. Thatpersonmaybea coordinator,parent,student,staffmember,orvolunteer. Youwilldesignquestionsasa protocolandturnintheprotocol, abriefsummary (that includes direct quotes when appropriate), and an interpretativeanalysisoftheinterview. Thesummary analysisshouldbeabout3-5pages; attachtheprotocolasanappendix. Interviewsaretobeconductedindividually. DUE MAY18.
Guidedinternshippresentation(15%)
•Foreachorganization,thestudent(s)willplanandpresenttotheclassasitereport. This sitereportshouldbeengaging,interactive,informative,andcreative. Itshouldclearly highlightforclassmemberstheeducativeaspectsofyourexperiencesandhelpyour peerslearntobebetterteachersandcommunitymembers. Incorporation ofprinciplesandtopicsfromclassreadingsisexpected. Studentsinvolvedatthesame siteshouldplantogetherforonepresentation. Youshouldprepareaquestionortwoto engageclassmembersinadiscussionthatyoufeelwouldbeinterestingandinformative. MAY25orJUNE1.
ReflectionPaper2(15%)
•Reflectontheentireguidedinternshipandclassexperience. What,ifanything,has shiftedinyourunderstandingsandperspectives:e.g.,howcommunity-based organizations(CBOs)functionforyoungpeople,relationsofschoolsandCBOs,views aboutteachingandlearning,viewsofyouthfromdifferentcommunities,viewsofyour workwithyouth. Drawontheorganizationalanalysis,interview,fieldnotes,first reflectionpaper,andaminimumoffourcoursereadingstosupportyourideas(3-5 pages). DUEJUNE8.
Fieldnotes(Checked)
•Duringyourfieldexperienceattheinternshipsite,youwillbeexpectedtokeepfield notesdocumentingyourobservationsandexperiences. Youwillbeexpectedtodrawon thesenotesforyourpapersandfinalpresentation. Thecompletesetoffieldnoteswillbe submittedwithyourfinalpaper.
Guidedinternshipsiteexperiencelog(Checked)
•Asignedlogdocumentingaminimum25-hourfieldexperienceoverthequarteris requiredtoreceiveagrade. Satisfactoryparticipationandattendanceareexpected. You willreceiveanincompleteinthecourseuntilyouhavecompletedall25hoursandturned inthesignedlog. DUEJUNE1.
Guidedinternshipsupervisorevaluation (10%):
•Thesitesupervisorwillcompleteanassessmentforeachinternandassignagradefor yourefforts/performanceattheguidedinternshipsite. Sitesupervisorswillevaluate attendance,dependability,initiative,andeffort.
Writtenassignments,includingthefieldnotes,shouldbeuploadedandsubmittedonCanvasby
11:59pmonthedatedue.
GRADING
Thegradingsystemusedincomputingastudent’sgradeswillbea100-pointscale:
A / 100to94 / C / 76to74A- / 93to90 / C- / 73to70
B+ / 89to87 / D+ / 69to67
B / 86to84 / D / 66to64
B- / 83to80 / D- / 63to61
C+ / 79to77 / F / 60to 0
Lateassignmentswillbedowngradedonestepperdaylate,e.g.,A-toB+.
ACCOMODATIONS FOR STUDENTS WITH DISABILITIES
Any student requesting accommodations related to a disability or other condition is required to register with AccessibleNU(; 847-467-5530) and provide professors with an accommodation notification from AccessibleNU,preferably within the first two weeks of class. All information will remain confidential.
ACADEMIC INTEGRITY
Students in this course are required to comply with the policies found in the booklet, "Academic Integrity at Northwestern University: A Basic guide". All papers submitted for credit in this course must be submitted electronically unless otherwise instructed by the professor. Your written work may be tested for plagiarized content. For details regarding academic integrity at Northwestern or to download the guide, visit:
COURSEMATERIALS
Readingscanbedownloadedfromtheonlinecourse-managementsystem, Canvas,orfoundonlineatthelinksprovidedinthesyllabus. Asthesereadingswillbethefocus ofclassdiscussions,studentsshouldhaveaccesstodigitalorprintcopiesduringtheclass.
GUIDEDINTERNSHIPS
Anumberofinterestinganddiverseguidedinternshipopportunitieshavebeenorganized. As partoftherequirementsforthiscourse,youwillcompleteaminimumof25hoursinyour assignedfieldsite. Thereareavarietyofactivitiesthatyoumightundertakeoverthatperiodof time,dependingontheneedsofyoursiteandyourowninterests,time,andabilities. Notethat yourtimeatthesiteisnotonlymeanttoincreaseyourunderstandingofcommunity-based organizationsandworkwithyouth,butalsoisdesignedtobeofusetothefieldsite. Howcan youhelp? Whatisneeded? Whataretherolesthatyoucantake? Beresponsiveandopento learning–andalsotocontributing. Wehopethatyouwillbe“participantobservers”–engaging inactivity,inadditiontocapturingwhatyoufindmostinteresting.
Weexpectthatyouwilltakefieldnotesduringeachsitevisit. Thesefieldnoteswillbeessential toyourindividualpapersandtothefinalpresentationabouttheorganization. Belowaresome guidingquestionstoconsiderthroughouttheguidedinternshipexperience:
1. Howdoestheorganizationframeitsrelationshipwiththecommunity? Whatisthe natureofthepartnershipbetweenyoursiteandschools? Betweenyoursiteandthe community? Betweenyoursiteandothercommunityorganizations,institutions,and individuals?
2. Whoaretheplayersinthecommunityofpracticeinwhichyoursiteissituated?
Draw/makeagraphicofthesiteanditspartners.
3. Whatareyoulearningaboutteachingorpolicyatyoursite?
4. Whatistherelationship,ifany,ofyoursitetoschoolreformorschoolimprovement efforts?
5. Lookforconnectionsbetweenyoursiteexperienceandthein-classexperience. Howdo thereadings,presentationsbytheinstructorsandguestspeakers,andin-classdiscussions critique,extend,orinformyourexperiencesandobservationsattheguidedinternship site?
Itisimportanttobegintheguidedinternshipwithapositivespirit. Atthefirstclasssession,you willhaveachancetomeetwithyoursupervisorandplanaschedulethatismutuallyagreeable. Exchangecontactinformation. Planaheadandmakesurethatsitesupervisorsknowwhenyou willbeattending;don’tsimplydropinwhenyouhavetime. Yourinstructorsareavailableto discussyourfieldsiteexperiences.
Welcometothecourse!
COURSEMEETINGS
MARCH 30 INTRODUCTIONS
Initialmeetingsandexchangeswithcommunity-basedorganizations
Selectingsitesandinternships
Discuss organizational chart, due April 13.
DUE: Sign-upsforleadingclassdiscussions
APRIL6 NO CLASS
Use the time off this week to visit your internship site for the first time and make your organizational chart, due April 13.
APRIL13 STUDYING COMMUNITIES
What are historical trends influencing students’ relationship to their communities?
What strengths and resources can students draw from their communities?
How these strengths and resources be maximized?
Readings:
Putnam,R.D.(2000).Bowlingalone:ThecollapseandrevivalofAmericancommunity. New
York,NY:SimonSchuster,pp.287-306.
Putnam,R.D. Winter2015. Mindingthegap. HarvardKennedySchoolMagazine.
Buras, K.L. (2011). Race, charter schools, and conscious capitalism: On the spatial politics of whiteness as property (and the unconscionable assault on black New Orleans). Harvard Educational Review, 81(2), 296-331.
Emerson,R.,Fretz,R.,Shaw,L. 2011. Inthefield: Participating,observing,andjotting notes. Writingethnographicfieldnotes. Chicago,IL: UniversityofChicagoPress(2ndedition), pp.21-43
DiscussionGroup1
DUE: Guidedinternshipcontracts
Organizational analysis
APRIL20: FUNDSOFKNOWLEDGEINHOUSEHOLDSANDCOMMUNITIES
Whatdoesitmeantounderstanddiversityasanasset,notadeficit?
Howcanknowingaboutchildren’slivesandthefundsofknowledgeoftheir householdsandcommunitieshelp educators teach them well?
Readings:
Kretzmann,J.P.,McKnight,J.L.(1997). Introduction,Buildingcommunitiesfromtheinside out:Apathtowardfindingandmobilizingacommunity’sassets.Skokie,IL:ACTAPublications.
Lee,C.D. (2009). Historicalevolutionofriskandequity: Interdisciplinaryissuesandcritiques. InReviewofResearchinEducation,Vol.33,pp.63-100.
Moll,L.C.,Amanti,C.,Neff,D.,Gonzalez,N.(1992).Fundsofknowledgeforteaching: Usingaqualitativeapproachtoconnecthomesandclassrooms.TheorytoPractice,Vol.31(2),
132-141.
APRIL27: TEACHINGANDMENTORING OUTSIDE OF SCHOOL
What makes a community organization work well for youth?
What can schools learn from organizations working with youth outside of schools?
What can teachers learn from adults working with youth outside of school?
Readings
Eccles,J.S.andTempleton,J. Extracurricularandotherafter-schoolactivitiesforyouth. InReviewofResearchinEducation,Vol.26.Please read pp.113-131and162-172, skim the rest.
Larson, R.W. (2000). Toward a psychology of positive youth development.American Psychologist, 55(1), 170-183.
Ginwright, S.A. (2007). Black youth activism and the role of critical social capital in Black community organizations.American Behavioral Scientist 51(3), 403-418.
DiscussionGroup2
GUEST SPEAKER: Mollie McQuillan, PhD candidate in Education and Social Policy, former teacher and hockey coach
MAY4:TEACHINGANDMENTORING OUTSIDE OF SCHOOL
What makes a community organization work well for youth?
What can schools learn from organizations working with youth outside of schools?
What can teachers learn from adults working with youth outside of school?
Readings
Griffith, A.N. & Larson, R.W. (2015). Why trust matters: How confidence in leaders transforms what adolescents gain from youth programs. Journal of Research on Adolescence, 36(4), 790-804.
Nygreen, K., Kwon, S.A. Sánchez, P. (2006). Urban youth building community: Social change and participatory research in schools, homes, and community-based organizations. Journal of Community Practice, 14(1-2), 107-123.
Watch a television show or movie about out of school adult/youth relationships. Options: any 2 episodes of Friday Night Lights, or Akeelah and the Bee.
Duke University Qualitative Interviewing Tip Sheet:
DiscussionGroup3
GUEST SPEAKER: Gina Logan, Research Assistant Professor at Northwestern, Study Manager, Foley Longitudinal Study of Adulthood, Master Interviewer
DUE: ReflectionPaper1
FieldNotes
MAY11 TEACHING WELL IN DIVERSE COMMUNITIES
Whatistheroleofprivilegeinteachingindiverseclassroomsandschools? Howmightwethinkaboutcommunityinourteaching?
Whatisculturallyresponsive/culturallyrelevantteaching?
Readings
Delpit,L.1996. Thesilenceddialogue: Powerandpedagogyineducatingotherpeople’s children,Otherpeople'schildren:Culturalconflictintheclassroom.NewYork,NY:TheNew Press,pp.21-47.
Cairney, T.H. (2002). Bridging home and school literacy: In search of transformative approaches to curriculum. Early Child Development and Care, 172(2), 153-172.
Willis,A.I.,Lewis,K.C.,andLadson-Billings,G. 1998. Focusonresearch: Aconversation withGloriaLadson-Billings. InLanguageArts,Vol.75(1),pp.61-70.
Discussion Group 4
MAY18 TEACHING WELL IN DIVERSE COMMUNITIES
What are concrete ways educators can engage with students’ communities and learn from the successes of community based organizations?
MEET IN ANNENBERG G22 TODAY!
Readings
Tough,P. November26,2006. Whatittakestomakeastudent. NewYorkTimesMagazine.
AnthonyS.BrykandBarbaraSchneider. March2003. Trustinschools: Acoreresourcefor schoolreform. EducationalLeadership,Vol.60,No.6,pp.40-45.
Choose One:
Beane, J.A. A special kind of unity. In Enora R. Brown and Kenneth J. Saltman (Eds.), The Critical Middle School Reader, 395-408. New York, Taylor & Francis.
Or
Gutstein, E. Teaching and learning mathematics for social justice in an urban, Latino school.In Enora R. Brown and Kenneth J. Saltman (Eds.), The Critical Middle School Reader, 439-454. New York, Taylor & Francis.
DiscussionGroup5
DUE: Interviewanalysisandprotocol
MAY25 GUIDEDINTERNSHIPPRESENTATIONS JUNE1 GUIDEDINTERNSHIPPRESENTATIONS
DUE: Signed experience Logs
JUNE11
DUE: ReflectionPaper2
FieldNotes
3/29/15