ED 299: Latino and Latin American Perspectives (3 S. H.)

Stace Rierson

ED 299: Latino and Latin American Perspectives (3 S. H.)

A. Description of the course

1. Catalog Description

ED 299: Latino and Latin American Perspectives (3 S. H.)

2. Course Outline of the Major Topics

1)Latino Community

“Latino” identity
formation of community in Latin America
formation of community in U.S.

2)Community-Based Service Learning

concept and theories of Community-Based Service Learning
goals of Community-Based Service Learning for the course

3)Mentoring

history of Big Brothers Big Sisters in Minnesota
operation and implementation of mentoring systems
training to be a mentor
Community-College mentoring
college student perception
minority student perception

4)Race Theory

Critical Race Theory
concepts and key writings from the movement
application in students’ own mentoring experiences
Latino Critical Theory
concepts and key writings from the movement
application in students’ own mentoring experiences

5)Social Services

role of Social Services with the Latino population
application of methods for students’ own experience

6)Racism in the U.S.

critical perspectives
racism in the global culture
the balck/white binary
feminism in black and Latino context
racism in the U.S. school system
institutional racism
gender and racism
changes since Civil Rights Era

7)New Immigrants in the U.S.

mass public responses
Centro Campesino in Minnesota

8)Latino Culture in the Arts

Latino literature: poetry and fiction
Latino art
Latinos in the media

9)Politics

empowerment
disempowerment
legal perspectives
health care

10)Education

Bilingual or ELL students
manifestations of race in school
teacher perception of Latinos
student perception of Latinos
expectations for the future

3. Instructional plan and methods

a. class discussion of reading assignments

b. guest speakers

c. media presentations

d. lecture/questioning

e. collaborative learning activities

f. mentoring experiences through BBBS

4. Course Requirements and means of evaluation

a.active oral participation in classroom discussions

b.assigned readings

c.written personal reflections

d.final “Synthesis and Catalyst” Paper that addresses or responds to a current need in the student’s major field

e. serving as a Mentor to a Latino K-12 student.

Grading

The final grade will be comprised of the following elements:

20% Attendance, class preparation and participation

20%Written reflections of experience with community-based service (Minimum 1 page or 280 words per week)

20%Midterm Assessment at Week 7

20%Oral Presentation of Final Project

20%Written Presentation of Final Project

Grade Scale:

A 100-93%B 92-83%C 82-73% D 72-63%F 62-0%

Class preparation:

Students are expected to have read and be ready to discuss the assigned readings for each class meeting.

Attendance, active participation, and homework:

Attendance is expected and required. Participation will be graded. Homework will consist of brief note-taking assignments on the readings, online (D2L) submissions of reactions to the readings, and reviews of and reactions to peers’ work.

Late work:

All assignments will be reduced one grade for every day late.

Written reflections

Students will share written reflections of their community-based service (Minimum 1 page or

280 words per week) with the course professor periodically throughout the semester. Students will be encouraged to orally discuss their experiences with peers during class sessions every 3 weeks.

Midterm

A written midterm at the end of week 7 will assess students’ cognitive progress regarding community based learning and Latino theoretical methodologies.

Final Project:

(10 page minimum “Synthesis and Catalyst” Paper) Students will synthesize their mentoring experiences and course readings into a relevant project for their declared major, These final projects will be determined by each student and the course professor. For example, students in criminology may investigate racial bias in court rulings and how Latino criminals are treated differently than criminals from other ethnicities. Nursing students may investigate a community based health need, and develop a plan of action. Education students may develop culturally relevant lesson plans for their future students.

Oral presentations:

Students will make a brief (5 minute) oral presentation as part of the final exam assessment. They will present to the class what they synthezied from their experiences, and what they have generated to highlight awareness or create social change in area Latino communities.

5. Course Materials

M. M. Suárez-Orozco & M. M. Páez (Eds.), Latinos: Remaking America. Los Angeles: University of California Press.

Campus Compact Essential Resources (2004)

Course Reading Packet available at the WSU Bookstore

6. References: Course Reading Packet with the following readings in order by week:

Pope, M. L. (2002). Community college mentoring: Minority student perception. Community College Review, 30(3), 31-45.

Baber, C. R. (2003). From liberal teacher to liberated teacher: A reflection on my journey through the profession. In G. Ladson-Billings (Ed.), Critical race theory: Perspectives on social studies (pp. 45-68).Greenwich, CT: Information Age Publishing.

Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (Eds.). (1995). Critical race theory: The key writings that formed the movement. New York: New Press.

Darder, A. (Ed.). (1995). Culture and difference: Critical perspectives. Westport, CT: Bergin and Garvey.

Delgado, R. (1998). The Black/White binary: How does it work? In R. Delgado & J.

Stefancic (Eds.), The Latino/a condition: A critical reader (pp. 369-375). New York: New YorkUniversity Press.

Bodnar, J. (1994). Remaking America: Public memory, commemoration, and patriotismin the twentieth century. Princeton: University Press.

Crenshaw, K. (1993). Beyond racism and misogyny: Black feminism and 2 Live Crew. In M. Matsuda, C. Lawrence, & R. Delgado (Eds.), Words that wound: Critical race theory, assaulting speech, and the First Amendment (pp. 111-132). Boulder: Westview Press.

Delgado, R. (Ed.). (1995a). Critical race theory: The cutting edge. Philadelphia: TempleUniversity Press.

Farber, D. A., & Sherry, S. (1995). Telling stories out of school: an essay on legal

narratives. In R. Delgado (Ed.), Critical race theory: The cutting edge (pp. 283-292). Philadelphia: TempleUniversity Press.

Suarez, pp. 165-189 Ambivalent Reception: Mass public responses to the “New Latino Immigration to the United States

Freire, P. (Ed.) (1997). Mentoring the mentor: A critical dialogue with Paulo Freire. New York: Peter Lang.

Candelaria, C. (1986). Chicano poetry: A critical introduction. Westport: Greenwood Press.

Anzaldúa, G. (1987/1999). Borderlands/La Frontera. San Francisco: Aunt Lute Books.

Burris, V., & Diamond, S. (1992). Academic freedom, conspicuous benevolence, and the National Association of Scholars. Critical Sociology, 3, 125-42.

Bloomberg, L., Ganey, A., Alba, V., Quintero, G., & Alvarez Alcantara, L. (2003, May/June, Supplement 1). Chicano-Latino youth leadership institute: An asset-based program for youth. American Journal of Health Behavior, 27, s45-s54.

Hayes-Bautista, D. (2002). The Latino Health research agenda for the 21st Century Introduction: The research agenda. In M. M. Suárez-Orozco & M. M. Páez (Eds.), Latinos: Remaking America (pp. 215-235). Berkeley and Los Angeles: University of California Press.

Brown, E. R., & Yu, H. (2002). Latino’s access to employment based health insurance. In M. M. Suárez-Orozco & M. M. Páez (Eds.), Latinos: Remaking America (pp. 236-253). Berkeley and Los Angeles: University of California Press.

Darder, A., & Upshur, C. C. (1993). What do Latino children need to succeed in school?

Prado-Olmos, P. L., & Marquez, P. (2001). Ethnographic studies of Exito Para Todos. In

R. E. Slavin & M. Calderón (Eds.), Effective programs for Latino students (pp. 231-250). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Excerpts from Bartolomé, L. I., & Balderrama, M. V. (2001). The need for educators with political and ideological clarity: Providing our children with “the best.” In M. de la Luz Reyes, & J. J. Halcón (Eds.), The best for our children: Critical perspectives on literacy for Latino students (pp. 48-66). New York: Teachers College Press.

Levin, M. (1998). Teach me! Kids will learn when oppression is the lesson.New York: Monthly Review Press.

Excerpts from Darder, A, Torres, R. D., & Gutierrez, H. (Eds.). (1997). Latinosand education: A critical reader. New York: Routledge.

A study of four Boston Public Schools. In R. Rivera & S. Nieto (Eds.), The education of Latino students in Massachusetts: Issues, research, and policy implications (pp. 127-146). Boston: University of Massachusetts Press.

Branch, A. (2003). A look at race in the national standards for the social studies: Another bad check. In G. Ladson-Billings (Ed.), Critical race theory: Perspectives on social studies (pp. 99-120).Greenwich, CT: Information Age Publishing.

Ginsberg, M. (1988). Contradiction in teacher education and society: A critical analysis. New York: Falmer Press.

B. New Course Proposal Rationale

1. Statement of the major focus and objectives of this course

This course investigates Latin American and Latino perspectives in the United States and creates intercultural exchanges between WSU students and Latino K-12 students. Material will be addressed through lenses of different careers such as Business, Criminology, Education, Global Studies, Nursing, Social Work, and Spanish. In addition, this course will address the theories and applications of Community-Based Learning as they relate to the growing Latino culture in the United States. During weekly, 1-hour, intercultural exchanges (Organized in partnership with Big Brothers Big Sisters Winona), WSU students will mentor K-12 Latino students across curriculum areas, engage in athletic and creative learning activities, and assist in English language development if needed. Simultaneously, the K-12 students will expand the college students’ understanding of Latino students’ culture. Each Latino student will be matched with one WSU student to form a long-lasting friendship based on trust, respect, and mutual appreciation.

2. Specify how this new course contributes to the departmental curriculum

The College of Educationforefronts academic excellence and service to our community, region and global society. Latino and Latin Americans Perspectives is designed to be a academically and personally challenging class. Students will be exposed to critical theoretical frameworks in the readings and discussions. They will then reflect on their previous and ongoing experiences regarding course topics through writing and oral participation in class. One common experience integral to the course is the community-based mentoring component. Students will mentor a Latino K-12 student in WinonaCounty through Big Brothers Big Sisters Winona. Service to the community contributes directly to the departmental and University-wide curriculum.

As WinonaStateUniversity is a community of learners dedicated to improving our world, the University supports initiatives such as this course. At the start of the 2006-2007 academic year, WSU invited Barbara Holland, Executive Director of the National Service Learning Clearing House, to talk about community engagement and the future of higher education, the scholarship of engagement, and institutionalizing community engagement at WSU. Jeffrey Milem, Professor of Higher Education at the University of Arizona, addressed research that underlies our understandings of why diversity matters.

In summary, Latino and Latin American Perspectives contributes to departmental goals of excellence and community service, and the University-wide goals of functioning as a community to improve our world.

3. Indicate any course(s) which may be dropped if this course is approved

No courses will be dropped upon approval of this course

C. Impact of this course on other departments, programs, majors, minors

1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)

No.

2. Would the course change the total number of credits required by any major or minor?

No.

3. If this course has an impact on the major or minor…

N/A

I have received support from my Department of Education. In addition, I have discussed this course with the Spanish department at a meeting on November 3, 2006. Lillian Ramos, Chair of the Department of Foreign Languages, approved of the course. Spanish faculty member Vanessa Greene has co-developed this course. I have talked with individuals about this course including but not limited to:

Kenneth GormanDean of International Studies

Troy Paino Dean of Liberal Arts

Yogesh Grover Global Studies

Peter Henderson History

Linda D’Amico Global Studies & Women’s Studies

Tammy Swenson-Lepper Communication Studies

Arlen Carey Social Work

3. Course description (e.g., a syllabus)

Course Syllabus

College of Education

WinonaStateUniversity

Department: EducationDate of Revision: February 2007

Course Number: Ed 299Course Title:Contemporary issues: Latinos in Minnesota

Number of Credits: 3Frequency of Offering: Yearly

Prerequisites: noneGrading: Grade

Course applies to: All Majors

Professor: Dr. Stace RiersonOffice: Gildemester 140

Email: Phone: 507-457-5654

Texts:

M. M. Suárez-Orozco & M. M. Páez (Eds.), Latinos: Remaking America. Los Angeles: University of California Press.
Course Reading Packet available at the WSU Bookstore

Course Description

Catalog Description

This course investigates Latino demographic growth in Minnesota and creates intercultural exchanges between WSU students and Latino K-12 students with Big Brothers Big Sisters of Greater Winona [outcomes a, b, c, d, e, f]. The course will address issues pertinent to citizen development such as community-based learning, and mentoring. Students will also learn about the history of racism, prejudice, and cultural deficit theory in the United States. Students will understand their own personal biases, where these biases came from, and how to think critically about contemporary issues pertinent to Latino populations in Minnesota.

This course meets the requirements of Unity and Diversity/Contemporary citizenship.

Statement of major focus and objectives of the course

Through course readings, guest speakers, class discussions, and students’ reflection, students will gain increased competence regarding Latino cultures across several career fields. In addition, the College of Education in partnership with Big Brothers/Big Sisters (BBBS), will establish intercultural exchanges between WSU students and Latino K-12 students in WinonaCounty. Each WSU student will mentor a K-12 Latino student 1.5 hours per week at a mutually agreed upon time. The K-12 students will expand the college students’ understanding of Latino students’ cultures. Through course readings, guest speakers, class discussions, and students’ personal reflections on their own experience with community-based learning, students will gain increased cultural competence, appreciation for diversity, and experience with bilingual speaking ability. The combination of theory and practice unite in this content and community-based class.

3. Course outline of the major topics

Major topics to be covered include Latino cultures, Latino identities, Critical Race Theory, Latino Critical Theory, Community-Based Learning, and perspectives from fields including but not limited to Business, Criminology, Education, Global Studies, Nursing, Social Work, and Spanish.

4. Basic instructional plan and teaching methods utilized

A variety of instructional methods will be used including:

a. class discussion of reading assignments[outcomes a, b]

b. guest speakers[outcome a]

c. media presentations[outcome a]

d. lecture/questioning[outcomes a, b]

e. collaborative learning activities[outcomes b, d]

f. mentoring experiences through BBBS[outcome f]

5. Course Requirements

a.active oral participation in classroom discussions[outcomes a, b]

b.assigned readings[outcomes a, c]

c.written personal reflections [outcomes a, b, e]

d.final “Synthesis and Catalyst” Paper that addresses or responds to a current need in the student’s major field.[outcomes a, b, c, d, e, f]

6. Academic dishonesty policy: Academic dishonesty will not be tolerated and disciplinary measures will be enforced according to school policy. The first offense will result in an F on the project in question, and a subsequent infraction will result in a failing grade for the course (or worse).

7. Grading

The final grade will be comprised of the following elements:

Attendance, class preparation and participation

Written reflections of experience with community-based service (Minimum 1 page or

280 words per week)

Midterm Assessment at Week 7

Oral Presentation of Final Project

Written Presentation of Final Project

Grade Scale:

A 100-93%B 92-83%C 82-73% D 72-63%F 62-0%

Note to students with Disabilities: If you have special needs related to a disability which may affect your performance in this course, please arrange an appointment as soon as possible to discuss your needs privately.

COURSE STANDARDS AND POLICES

1. Class preparation:

Students are expected to have read and be ready to discuss the assigned readings for each class meeting.

2. Attendance, active participation, and homework:

3. Late work:

All assignments will be reduced one grade for every day late.

4. Written reflections

Students will share written reflections of their community-based service (Minimum 1 page or

280 words per week) with the course professor periodically throughout the semester. Students will be encouraged to orally discuss their experiences with peers during class sessions every 3 weeks. [outcomes a, b, e]

5. Midterm

A written midterm at the end of week 7 will assess students’ cognitive progress regarding community based learning and Latino theoretical methodologies.

[outcomes a, b, c, e]

6. Final Project: