Ed... · Web viewProgram Proposal The Urban Education Major Latest Revision April 24, 2013 Occidental College Department of Education Ronald W. Solórzano (Chair) Adelina Alegría

Program ProposalThe Urban Education Major

Latest RevisionApril 24, 2013

Occidental CollegeDepartment of Education

Ronald W. Solórzano (Chair)Adelina AlegríaLa Mont Terry

Submission Plans:

- Department Chairs (April 18th)- APC (April 25th)- Voting Faculty (May 14)

TABLE OF CONTENTS

Introduction and Background 3

Rationale for Urban Education Major 4

Extended Pathways/Careers in Urban Education 5

Details of Program Revision 5

Course Rotations 8

Appendices 11 Appendix A : Fall 2012 ED Department Review 11 Appendix B : College/Dept/ALOED Education Roundtables 23 Appendix C : Peer Institution Comparison 25 Appendix D : Student Interest in Urban Education Major 28 Appendix E : Letters of Support CBO’s & Other Stakeholders 32

Appendix F : Letters of Support from Oxy Departments 37 Appendix G : Urban Education Major Advisory Committee 42 Appendix H : Catalog Copy of Education Courses 43 Appendix I : Elective Course Options 47 Appendix J : CA Senate Bill 5 (SB5) 49

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Proposal forProgram Revisions

Education Department

The Education Department is proposing to revise its current program offerings in order to offer a Major in Urban Education.

I. Introduction and Background

“The opportunities afforded students and faculty through being situated in Los Angeles greatly enrich the academic program and the overall experience of an Oxy education.” [Oxy Strategic Plan, 2012 - 2017]

Over the past 5 years, the Department of Education has been planning and reflecting on its vision and future goals in education relative to our unique location here in Los Angeles. Given our faculty expertise, research interests and capacity, we have put all options on the table during this process. Discussions about the role of teacher preparation in liberal arts colleges, the social-political context of urban schooling in one of our nation’s largest urban global centers, and educational policy related to this unique context, nested in critical race theory and culturally relevant pedagogy have informed our planning and subsequent proposals. Furthermore, we have maintained Oxy’s Mission to prepare our students for leadership in an “increasingly complex, interdependent and pluralistic world.” And to this, we incorporated the Oxy Strategic Plan’s reference to the uniqueness of Los Angeles as a global and multicultural laboratory in which to “Enhance curricular and co-curricular innovation for the analysis of issues and phenomena essential to urban life.” As such, we believe the study of urban education is essential to urban life, community engagement, and a liberal arts education.

Recently, this planning process has been informed by the following sources during the 2012-2013 academic year:

A departmental external review (10/22 & 10/23) Outside colleagues vis-à-vis 3 educational roundtables (10/22, 11/2, 2/7) Oxy colleagues (department meetings, and associate dean input), Education alumni (ALOED – and Roundtable, 2/7), Students (via fall & spring survey in education courses), and Community-based organizations (See supporting letters from CBOs).1

As a result of these activities and recommendations from the various stakeholders involved, the department has decided on a plan for the future. 2

1 All reviews, roundtable participants, surveys and letters of support are included in this proposal as appendices.2 While the departmental review and roundtable discussants recommended a single subject STEM credential in addition to the major in Urban Education, we are only requesting the major at this point in time.

3

In order to take advantage of Oxy’s location, Mission, Strategic Plan, student interest, faculty expertise and content significance, we propose to establish a Major in Urban Education using essentially existing resources e.g., faculty, courses.3 We believe that our students can have a positive impact on the education landscape -- outside of direct classroom teaching -- by getting involved in community based organizations who work in the neighborhoods to improve the educational experiences of students and parents. And also, by working with local politicians (e.g., Boards of Education) who make education policy that impacts our schools and neighborhoods, students will acquire valuable experience that will inform their future careers in education. In fact, one Oxy alum is currently the Senior Policy Advisor for a Los Angeles Unified School District (LAUSD) Board member, while another alum was a Project Associate for the Boyle Heights Learning Collaborative, a community-based group advocating for educational reform in East Los Angeles.

The minor in education will continue as usual. As all courses for the minor will be acceptable for the major, there is no additional need for resources in this area.

II. Rationale for Urban Education Major

Education as an area of study has been on the social and political radar for several decades. Its impact on students’ lives has been studied – both pedagogically (e.g., teacher preparation) and from an egalitarian perspective e.g., inequities in school resources, achievement, etc. And, as we have learned from years of research, the inequities are most prominent and persistent in the urban cities where most children/students of color reside and attend public schools. The future of urban education is at risk of continuing to reproduce inequities thus maintaining the current racial and class achievement gaps; or it can be a vehicle for equality. The track record, however, has been dismal. And because education and schooling do not exist in a vacuum, there is a need for all education stakeholders (e.g., teachers, policy makers, communities) to converge and synthesize their best practices to improve education and transform urban schooling to realize its potential as the great equalizer.

The importance of urban education for our nation’s general well-being has been well-documented through several presidents’ reform efforts (e.g., Reagan – A Nation at Risk; G.W. Bush - No Child Left Behind; Obama – Race to the Top) as well as those efforts of governors, congress and local politicians. Situated in the urban context of Los Angeles, Oxy is uniquely positioned to study urban education in all its facets and to take a leadership role in reforming the education of our children. This is indeed consistent with Oxy’s Vision and Strategic Plan of community engagement and preparing leaders who can “… analyze and synthesize complex material, develop and communicate new knowledge, take risks, tolerate ambiguity, and embrace difference.” These qualities will be necessary to turn this situation around.

Finally, we feel that consistent with our liberal arts college Mission and Vision, a major in Urban Education will continue to attract a diverse student enrollment. Indeed, the Oxy

3 The major will necessitate a minimum of three (3) full-time (FTE) faculty.

4

Vision calls for “… a campus where diverse backgrounds, interests and ideas are welcome, where acquaintance with other cultures is the norm…” We propose this “norm” for our urban education majors through on and off-campus internship, fieldwork, and course experiences. In fact, our program already has established this standard. Our current education courses are among the most diverse on campus representing a student racial and gender make up that supports dialogue and understanding of the various race and class issues in education creating what the Oxy Strategic Plan calls “… a rich environment of background and points-of-view.” And, also consistent with our college Strategic Plan, this major will also attract a diverse faculty. Currently, all faculty in the education department are faculty of color.

It is within the Oxy strategic plan and mission that the urban major finds its liberal arts home. Reflecting student and faculty diversity, community engagement and educational leadership for a global and complex world, our major will prepare students to engage and immerse themselves in educational reform efforts in order to impact the lives of children and community in the urban setting.

III. Extended Pathways/Careers in Urban Education

Students majoring in Urban Education have several relevant and enriching post B.A. graduate school and/or career paths in which they can pursue. The following is a partial listing:

Graduate studies (MA, MEd, EdD & PhD) in Education (including specialization in subfields such as Urban Schooling, Education Policy, Higher Education & Organizational Change, and Curriculum & Instruction)

Educational Organizing with Community-Based Organizations Education Advocacy Political Consulting/Advising for school board members or state/federal

legislators Community-based Education programs Research & Evaluation Teaching & Administrative positions in School Districts/Charter

schools/Alternative-Private schools

IV. Details of Program Revision

"Be the change, to see the change"

Not everyone aspires to be a teacher. But we are all 'educators' in one sense or another. The faculty in Urban Education (UrbEd) invites Occidental's best and brightest to "be the change, to see the change." Our UrbEd programs will prepare students to address the ever-increasing challenges and issues related to education in our nation's evolving urban school communities. Students will learn to think clearly and analytically about schooling, pedagogy, educational policy and practice in a variety of school- and community-based educational settings.

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Viewing the urban school as an outgrowth of complex urban communities is an essential contextual perspective that our programs will emphasize. As such, an understanding of the urban community and neighborhood is fundamental in developing the problem solving skills necessary for effective agency in urban educational contexts. With this in mind, UrbEd programs integrate urban community engagement via internships and/or field experiences to provide a rich, collaborative and informative context for school reform, school improvement and educational activism.

The chart below details the courses for the Major in Urban Education focusing on four major areas of study: Introduction to Urban Schooling, Socio-Cultural Foundations of Urban Schooling, Theory in Education, and Research Methods for Urban Educators. The last column indicates the junior and senior comps/internship courses.

MAJOR requirements: A major in Urban Education consists of 10 courses (40 units) which must include courses in the following areas: Introduction to Urban Schooling (101); Sociocultural Foundations of Urban Education (201); Theory in Education (either 305, 313, 320, or 350); Research Methods (381 or 382); and the Urban Community Engagement & Senior Praxis seminars (311 and 411). The remaining four (4) courses are elective courses that students may select from other courses offered in the department. Excluding comps seminars and the required methods course, at least one elective course taken must be numbered 300-level or higher.

While students can meet the departmental methods requirements by taking either Quantitative or Qualitative Research for Urban Educators (381 or 382), 382 will not satisfy the College's Core math requirement. Students are encouraged to meet with the department chair to discuss alternative courses that might satisfy the departmental methods requirement.

Acceptable courses from other departments: The department occasionally accepts for Urban Education credit courses from other departments such as American Studies, Sociology, Critical Theory and Social Justice, History, Psychology, UEP, and Politics4. These decisions are made on an individual basis in discussion with the student's advisor and/or the department chair. No more than two courses from other departments or

4 See Appendix I for list of possible elective courses from other departments. This list will eventually be solidified and included in the department's catalog copy.

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Urban EducationMajor Course Offerings

Introductionto

Urban Schooling

Sociocultural Foundations

ofUrban Education

Theoryin

Education

Research Methodsfor

Urban Educators

Comps Junior & Senior Seminars

101 – Intro to History of Urban Schooling145 – Educational Innovations219 – Educational Inequality

201 – Sociocultural Foundations of Education207 – Conflicts in Education213 – Chicano Education215 – Educating African America

305 – Politics and Pedagogy of 1st and 2nd Language Acquisition313 – Educational Policy320 – Critical Race Theory in Education350 – Freire, Fanon and Freedom in Education

381 – Quantitative Research Methods for Urban Educators382 – Qualitative Research Methods for Urban Educators415 – Participatory Action Research Methods

311 – Urban Community Engagement Seminar411 – Senior Praxis Seminar

Blue = Proposed new coursesRed = Current course (re-numbered)Black = Current courses

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transfer courses from other institutions (including study abroad courses) will be counted towards the Urban Education major.

MINOR requirements: A minor in Urban Education consists of 5 courses (20 units) which must include 201 and 207. The remaining courses are electives; students may select from other courses offered in the department. At least one of the remaining courses must be a 300-level course (excluding comps).

WRITING requirement: Students majoring in Urban Education will satisfy the final component of the college-wide writing requirement by completing any 300-level departmental course by the end of the fall semester of the junior year with a grade of "B" or higher. Consult the department chair for more information.

COMPREHENSIVE requirement: Students majoring in Urban Education will design and implement a community-situated education project that will begin typically in the junior year (311), and that will culminate in the senior year (411) with a thesis to be presented in written and oral forms in the spring term of the senior year. Students desiring to study abroad should meet early to discuss alternatives for meeting the comprehensive requirement.

DEPARTMENTAL HONORS: Students desiring to pursue the distinction of departmental honors must maintain a distinguished grade point average of 3.5 in departmental coursework, and 3.25 overall. Students must also complete the written and oral components of the senior thesis with distinction. In this case, the criteria for student research and/or project will go beyond typical expectations in thesis length and/or research design – tailored to students’ interests and resources -- to be discussed during the junior/senior seminar.

V. Course Rotations for the Major & Minor in Urban Education

Major & Minor Course Rotations in Urban Education

YEAR 0 FALL '13 SPRING '14 Unit TotalAlegría 145

201205

145205

20

Solórzano 207219

207313213

20

Terry 215 201350

12(Family Leave)

Zamorano 140141

140141

8

8

YEAR 1 FALL '14 SPRING '15 Unit TotalTT/NTT 145

201205

145205101

20/24

Solórzano 207213219

12

Terry 101215

201320

16 (Chair release)

Zamorano 140141

140141

8


101205

145205101

20/24


Sabbatical20

Terry 201215

201350

16 (Chair release)

Zamorano 140141

140141

8


205381

145205201

20/24


207313

16 (Chair release)

Terry 201320415

Sabbatical12

Zamorano 140141

140141

8

9


101205

145205201

20/24


207313

20

Terry 215311

201350

16 (Chair release)

Zamorano 140141

140141

8


201205

145205381

20/24


207313

20

Terry 215411

201350

16 (Chair release)

Zamorano 140141

140141

8

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VI. APPENDICES

Appendix A Fall 2012 Education Department Review

In the fall 2012 semester (October 22nd & 23rd), the department undertook a program review. Members of the program review team were:

Shari Becker Albright Professor & Chair, Department of Education, Trinity University

Ruthanne Kurth-SchaiProfessor & Chair, Educational Studies, Macalester College

Vicki Kubler LaBoskey Professor & Director of Elementary Branch of the Teachers for Tomorrow's Schools Credential Program, Mills College

The review recommended that the Education Department phase in two programs: a Major in Urban Education and a single subject STEM teaching credential. The reviewers raised several issues about the breadth of courses relative to our proposed Urban Education major and traditional Educational Studies majors. Our proposed major would be specific to the urban education context and mostly consist of our own breadth of courses divided into five areas of study. Subsequent cross-listing with Oxy departments is definitely a possibility at a later date.

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16

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Appendix BCollege/Department/ALOED Education Roundtables

Together with President Veitch, Dean Gonzalez, and ALOED, the Department of Education hosted three education roundtables. The purpose of the roundtables was to give the Oxy community and administration an understanding of current education issues relative to teacher preparation and urban education, and to explore the role of education departments in the current liberal arts context. Several experts in the field of teacher preparation, state credentialing, urban education and educational studies undergraduate majors, teachers, principals and Oxy teacher alums participated in these education round table sessions. Roundtable titles, dates and participants are presented below.

The Role of Education Departments at Liberal Arts Institutions Monday, October 22, 2012

Panelists:Shari Becker Albright

Professor & Chair, Department of Education, Trinity University

Ruthanne Kurth-SchaiProfessor & Chair, Educational Studies, Macalester College

Vicki Kubler LaBoskey Professor & Director of Elementary Branch of the Teachers for

Tomorrow's Schools Credential Program, Mills College

This team of roundtable participants was selected by Dean Gonzalez and President Veitch. The panelists described their respective programs and noted the benefits of teacher preparation – especially in the math/science field. Professor Kurth-Schai described the Education Studies major at Macalester College. Panelist felt that the education faculty/department could be a valuable college resource relative to pedagogy and instruction.

The Role of Urban Education Majors and Math/Science Secondary Teachers in Today's Educational Landscape

Thursday, November 29th, 2012

Panelists:Professor Tyrone Howard

Director, Center XDirector, Black Male Institute

UCLA

Teri Clark, DirectorProfessional Services Division

Commission on Teacher Credentialing

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Michelle Samura, Ph.D.Assistant Professor

College of Educational StudiesChapman University

Adriana Abich, PrincipalNueva Esperanza Charter Academy

P.U.C.– Partnerships to Uplift Communities

Panelists described the urban educational landscape and the importance of preparing students and future teachers to navigate it. Ms. Clark from the CTC specifically noted the coupling of teacher credential work with an urban education emphasis as being especially noteworthy – a program that combines credential methods courses within an urban education context. Professor Samura shared information about Chapman University’s Educational Studies (non-credential) program.

Envisioning Excellence in Education: Occidental and 21st Century Schools Thursday, February 7, 2013

Panelists:Ana Tam '86

Teacher Specialist Horace Mann Elementary SchoolGlendale Unified School District

Dr. Richard Sheehan Superintendent of Schools

Glendale Unified School District

Dr. Holly WillisResearch Assistant Professor

School of Cinematic ArtsDirector of Academic Programs Institute for Multimedia LiteracyUniversity of Southern California

Larry RosenstockFounding Principal and CEO, High Tech High

Dean of HTH Graduate School of Education, San Diego

Panelists spoke of the importance of quality teacher preparation programs, especially Oxy’s – and the need to include new technologies including multi-media in instruction. The panel encouraged Oxy to offer the multiple and single subject credential as a way of providing qualified teachers in our public school classrooms.

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Appendix CPeer Institutions Comparison

Below is a sample listing of Educational Studies majors from Oxy’s Comparison and Aspiration groups. The descriptions of these programs come from their respective department web pages. The program narratives provide the rationale for an education studies major in a liberal arts setting, possible careers in this area and conceptual inter-disciplinary formats.

Comparison Group

Macalester College-Educational Studies

-Major-Teaching and Learning Track-Education and Society Track

-Minor

The Educational Studies Department coordinates major and minor programs in addition to courses and internships that contribute to liberal studies across the disciplines. Curricular offerings provide a vibrant and challenging environment for students to pursue a wide range of interests including both public school teaching and teaching in contexts that do not require state licensing (e.g., teaching abroad, private school positions, artists-in-residence, youth development and other outreach programs). Opportunities are also provided to pursue dimensions of educational studies addressing significant societal issues on local, national, and international levels (e.g., urban education, educational policy, multicultural and anti-bias education, environmental education, civic education, youth development, international and development education, aesthetic education, education for social justice).

The Educational Studies Department, in collaboration with colleagues on campus and in the community, strives to:

provide opportunities for students to engage in the study of education as an interdisciplinary field of inquiry and advocacy;

prepare teachers to provide social service and leadership in culturally diverse, economically challenged, public educational systems; and

develop both contributions within the context of Macalester's continuing commitments to academic excellence, internationalism, cultural pluralism, and civic engagement.

As a selective liberal arts college in a resource-rich urban setting, Macalester offers distinctive opportunities to fulfill this multifaceted mission.

Trinity College (Hartford)-Educational Studies

-Major

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The interdisciplinary major enables students to integrate knowledge and research methods from several academic disciplines into a focused examination of the field of education. It provides opportunities for students to analyze the learning process, the organization of schooling, its links to broader contexts, and the potential for change. The interdisciplinary major is not a teacher certification program. Rather, it is designed for students who seek a richer understanding of education grounded in the liberal arts, whether they aspire to become educators, researchers, or policymakers, or simply in their role as informed citizens.

In addition to core courses taught by educational studies faculty, the major draws upon selected offerings by participating departments and programs, such as psychology, sociology, anthropology, philosophy, political science, and theater and dance. Students also learn through field experiences offered in cooperation with Hartford-area schools, educational centers, and campus-community initiatives such as the Learning Corridor.

Aspiration Group

Vassar College-Education Department

-Credential-Correlate

Correlate Sequence in Educational Studies:The correlate is designed to provide students with an interest in education an opportunity to provide intellectual depth and coherence to their studies in this area. Under the supervision of a member of the Department, students undertaking the correlate will design a sequence of courses that address a central topic or theme related to education. Completing these courses should challenge students to think deeply and critically about the manner in which schools socialize as well as educate citizens, and how the interests of certain stakeholders are privileged or neglected. Students are encouraged to examine educational issues from multiple theoretical and disciplinary perspectives. Expanding upon their own educational histories, they will examine the relationship between theory and practice through study, observation, and reflection.

Requirements for the Correlate: The Educational Studies correlate is offered to both students who plan to teach and those who are interested in pursuing other pathways related to education. For this reason, the correlate is organized into two distinct streams: 1) Human Development and Learning; 2) Educational Policy and Practice. All students must complete 6 units, although the sequence of courses they follow will be tailored to fit their interests. In collaboration with a member of the department, students must complete a one page proposal that explains their reasons for pursuing the correlate, the issue or topic that will unify their studies, and a list of the courses to be taken. Application deadline for Education correlate is December 1st of senior year.

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Other Colleges

Wesleyan College-Education Studies Major

Educational StudiesThe Educational Studies major prepares a student to examine critically systems and practices in a variety of educational settings; interpret gathered data, and apply research conclusions to contemporary problems in the field. It offers students a rich, liberal arts-based understanding of the complexity of the world of teaching and learning which can be applied in the arenas of policy or actual classroom teaching. It does not lead directly to state certification as a consequence of graduation, though it prepares graduates to enter post-baccalaureate, one-year Clinical Practice programs offered by Regional Educational Service Agencies (RESA) throughout the state of Georgia. Persons graduating with an Educational Studies major will be prepared to work in a variety of settings that require knowledge of educational practices and policies, such as government agencies, social work, research, journalism, non-governmental and non-profit organizations, law, classroom teaching and graduate education programs. A semester abroad is encouraged, especially for foreign language content.

Colgate University- Education Studies Major

Courses are designed for liberal arts students interested in studying the problems and prospects of education, the nature and function of educational inquiry, the processes and outcomes of educational practices, the role of educational theory in school practice, and the relation of educational institutions to other social institutions. In these courses students are exposed to a variety of methodologies and perspectives.

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Appendix DStudent Interest in Urban Education Major

The Education Department Questionnaire was administered to students taking our education courses during the fall 2012 and spring 2013 academic year. A total of 111 students responded. Thirty-two percent (n=36) indicated that they would either major or double major in Urban Education. Of those, 13% (n=14) said they would engage Urban Education as their primary major course of study. Twenty percent of the respondents (n=22) said they would major in urban education along with another content area. (An important point to note is that students wishing to receive an elementary teacher credential in California under this program revision will need to double major. However, it has always been the case that students pursuing secondary credentials in California have engaged a course of study at Oxy roughly equivalent to a double major in the content area in which they wish to teach.)

Moreover, 32% (n=35) indicated that, while they would not major in urban education, they would consider double majoring in urban education (along with, for example, majors in DWA, UEP, Economics, Psychology – suggested from Comments section). It is our observation that this is also a core group of students as their responses suggests that they see the urban education curriculum as integral to their broader vocational goals.

Forty students said they would neither major nor double major in education. For this latter group, possible reasons gleaned from the Comments section of the survey are that they are seniors, or they are happy with their current major choice, or are not interested in education as a major.

Overall, this survey indicated a broad spectrum of student interest in an Urban Education major. Though only administered in our classes, survey results indicate there is indeed a critical mass of students to sustain this proposed program. We are excited about the prospect of interest in this major campus-wide.

Education Department QuestionnaireUrban Education Major

(2012/2013)

Responses to Question #1:(Part I) Would You Major in Urban Education? (Y/N)(Part II) -Or- Double Major? (Y/N)

Course and Number of

Respondents

I would Majorin

Urban Education(Answ'd 'Yes' to Pt. I)

I would either Major or

double Major inUrban Education(Answ'd 'Yes'/'Yes')

I would only consider Urban Education as a

double Major(Answ'd 'No'/'Yes')

I would notconsider Urban

Educationas a Major

(Answ'd 'No'/'No')

EDUC 145 (Fall)N = 9

1 3 2 3

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(2012/2013)



Respondents

I would Majorin







Educationas a Major

(Answ'd 'No'/'No')

EDUC 141 (F)N = 5

0 0 1 4

EDUC 140 (F)N = 16

3 4 6 3

EDUC 205 (F)N = 7

2 0 4 1

EDUC 215 (F)N = 14

2 4 8 0

EDUC 219 (F)N = 17

3 2 3 9

EDUC 213 (F)N = 12

0 2 2 8

EDUC 207 (Spr)N = 14

0 1 6 7

EDUC 145 (S)N = 15

3 5 2 5

EDUC 201 (S)N = 2

0 1 1 0

Totals: N=111 14 22 35 40

Why?Definitely interested … strong supporter of public schools … interested in being a teacher (6)… it would fill a gap in my post B.A. plans … interested in urban education … enjoy education courses that include legislation and fieldwork … I enjoy community literacy … I never thought about education courses … no, I’m a senior (5) … sounds like a great major but doesn’t fit into my larger plans … would double major in psychology/Urban Ed, would help for grad school … understanding the pitfalls in education and how to improve it … already have

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(2012/2013)



Respondents

I would Majorin







Educationas a Major

(Answ'd 'No'/'No')

major & minor but wouldn’t either way… it would be nice to have more classes in education … my major is UEP therefore an urban ed. major would be ideal … Spanish & Education would prepare me for teaching … I know how much urban schools need quality teachers … because it’s my calling & there’s no other major here that fits my needs. It’s also a major that’s NEEDED in today’s world more than anything … because the field of education is what I want to enter into albeit not as an educator … Education has always been a possible career choice for me. I picked Oxy because of its commitment to social justice, equity and activism. Education totally fits into that … a great major, very useful … based on my interests in viewing education from an economic lens & pursuing grad school in education policy a double major in econ & education would be perfect (2) … I am very interested in education, I would have loved to see a bigger variety of courses in the department as well as being able to get my teaching credential … it’s important to understand the way education looks at the different levels suggested … double majoring in Urban ed. & English, … double major urban ed. & biology … I’m not interested in pursuing education in my career, but I would explore the idea [urban ed.] for the lessons have real life applications that could inform my outlook on life … I would double major b/c it would be better to pair education w/ another topic such as CTSJ or Latin American studies or most social sciences … I would like to major in a content area [high school teacher] but to double major in urban education b/c that’s where I plan to teach … I want to be a teacher so a related major makes sense … I really want to work with kids, majoring in psychology, a double major would be nice … I would definitely consider doing the URBED major … I think urban education as a major is important and relevant given the state of education in urban schools right now … this major would go really well w/ other Oxy majors, sounds interesting … it would focus attention on education issues urban schools face … I was planning on majoring in education until I found out there was none … I think tying the UEP major to the Urban education major would be awesome … not relevant to pre-med interest … already happy with my major … I would have double majored b/c I am interested in improving the underrepresentation of minority students in higher education … I came to Oxy for the credential program, the Urban Ed major is the next best thing … I don’t want to teach … double major with DWA … I would minor in it because I’m very interested in policy…Oxy’s location would allow superb investment into an urban education program … not my area of interest… interested in education theory & policy … no, I’m focusing on the sciences … want to be in education policy, so might be interesting to me… I want to have more knowledge of education when I go into teaching … great classes, informative … no, plan on going to law school (2)

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Appendix ELetters of Support from CBO’s & Other Stakeholders

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The Education Department is currently engaged in preliminary conversations with the following organizations/stakeholders about our intern program:

Community Coalition http://www.cocosouthla.org/

Community Build, Inc.http://www.communitybuild.org/

Communities in Schoolshttp://www.communitiesinschools.org/

Great Minds in STEMhttp://www.greatmindsinstem.org/

Additionally, we have either made initial contact with and/or are hoping to include the following organizations/stakeholders about our intern program:

Asian Pacific American Legal Centerhttp://www.apalc.advancingjustice.org/

The Frostig Centerhttp://frostig.org/

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http://frostig.org/

http://www.apalc.advancingjustice.org/

http://www.greatmindsinstem.org/

http://www.communitiesinschools.org/

http://www.communitybuild.org/

http://www.cocosouthla.org/

Appendix FLetters of Support from Oxy Departments

Department chairs who have given verbal support:

American StudiesHistoryPolitics (letter of support forthcoming)

Latina/o Latin American Studies

April 15, 2013

Dear Dean González and the Academic Planning Committee,

As Chair of the Latina/o and Latin American Studies major, I am pleased to write a letter in support of the proposal to establish an Urban Education major. The LLAS Advisory Committee (Raul Villa, Dolores Trevizo, Adelaida López, and myself) met with Ron Solórzano in March to discuss the proposal. We viewed the proposal positively, and discussed ways that courses in our affiliated departments, and especially Spanish, might be worked into the major as the program develops. We believe that the proposal has been well conceived and that it advances the goals of the strategic plan to enhance our connections with and contributions to the city of Los Angeles. All members of the advisory committee have served on MAT committees in the past, and based on these experiences, we are confident that the new major meets the interests of many of our current students who plan to pursue a teaching career in Los Angeles schools. Furthermore, we believe that it will enhance our ability to attract diverse students who are committed to working in underserved communities in the future. Finally, because multiculturalism is at the heart of urban education, we believe that the proposed major promotes the mission of the college. In conclusion, we enthusiastically support the Education Department’s plan.

Sincerely,

Lisa SousaProfessor of History and Chair of Latina/o and Latin American Studies

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Psychology

From: Anne Schell [mailto:[email protected]] Sent: Monday, April 15, 2013 3:11 PMTo: Jorge GonzalezSubject: major in Urban Education Dear Jorge and the Academic Planning Committee, We in the Psychology Dept. would like to support the Education Department’s proposal for a major in Urban Education. We regretted the loss of our teaching credential program after Oxy’s long history of teacher preparation, and are glad to see us moving back in that direction in terms of a major which could support a later credentialing program. The proposed major seems well thought out and substantial in terms of course content and should be a good draw for the number of students that Oxy has interested in a career in education. We have several courses which would offer ancillary support to that major, such as Developmental Psychology, Jacki Rodriguez’s Chicanos and Chicanas course, and Heather Banis’ seminar in Psychology in the School. We have always had students in our courses working towards a career in education and would anticipate having room for Urban Education students in the future. Anne SchellChair, Psychology

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mailto:[email protected]

Appendix GUrban Education Major Advisory Committee

Celestina CastilloAssistant Director

Center for Community Based Learning

Professor Regina FreerPolitics

Professor Alan KnoerrMathematics

Professor Lisa SousaLatino/a & Latin American Studies (LLAS)

Professor John SwiftProfessor of English and Comparative Literary Studies and

Associate Dean of the College for Curriculum and Student Issues

Professor Dolores TrevizoSociology

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Appendix HCatalog Copy of Education Courses

140. COMMUNITY LITERACYDirected tutoring experience and connecting with children within the context of Occidental's Community Literacy Center. Students work one-on-one with kindergarten through fifth grade children, building upon their strengths, skills, and interests. This course explores a variety of language arts strategies as well as deepens the awareness of the listening, speaking, reading and writing continuum. Students will become familiar with California State Language Arts Standards, and reflect upon their tutoring experience. Graded on a Credit/No Credit basis only. May be repeated for credit. 2 units

141. COMMUNITY LITERACY WITH MIDDLE SCHOOL STUDENTS Meets with middle and high school students for extensive explorations in writing. Occidental students will collaborate and coach writing activities which will include narrative, expository and analytical prompts. This course is designed to deepen the critical and creative abilities of both groups of students, while connecting written explorations to the California State Language Arts Standards. Graded on a Credit/No Credit basis only. May be repeated for credit. 2 units

145. EDUCATIONAL INNOVATIONS: CHALLENGES AND EFFECTSIn this course, students will systematically examine the causes, challenges, and effects of several innovations in schools, such as charter schools, magnet schools, dual-immersion/bilingual programs, high- tech high schools, and online-high school programs. The course will help the students develop an historical perspective of the schooling system and to understand how current and future innovations can impact educational processes. As part of the course, the students will have an opportunity to interact with invited speakers (CEOs from charter schools, school district superintendents and board members, as well as administrators who are Oxy graduates). Students will read research-based studies and articles focusing on the different educational innovations.CORE REQUIREMENT MET: UNITED STATES 4 units

201. SOCIO-CULTURAL FOUNDATIONS OF EDUCATIONIn this course, we will study the historical, philosophical, political, sociological, and psychological foundations of American education. Using an urban sociology lens, we will examine factors that influence power, control and the quality of schooling for underserved school communities. Urban school contexts will be illuminated and brought to life through various required fieldwork experiences. With such experiences, students will analyze the possibilities of teacher leadership through social justice and activism. Requires thirty-six hours participation in tutoring and teaching in public school classroom. Not open to first year students CORE REQUIREMENT MET: UNITED STATES . 4 units

205. THE POLITICS AND PEDAGOGY OF FIRST AND SECOND LANGUAGE ACQUISITIONAnalysis of the English language development of listening, speaking, reading, writing

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and thinking skills of elementary and secondary students in culturally and linguistically diverse public school classrooms. Includes the examination of theories and factors (both pedagogical and political) in first and second language development, universals and differences in language structure and use, and the transference of first and second language literacy skills. Includes instructional strategies for non-native English speakers (e.g., native language instruction, sheltered/SDAIE approaches, English language development) integrated into a multicultural curriculum with linguistically appropriate assessment methods, and content aligned with state standards. Requires thirty-six hours participation in tutoring and teaching in public school classroom. Not open to first year students CORE REQUIREMENT MET: INTERCULTURAL. 4 units

207. CONFLICT IN EDUCATIONHow are the American values of equity and opportunity evident in the history and structure of the nation's public school system? This course examines key U.S. Supreme Court decisions and the following areas of policy debate and conflict with particular emphasis on the Constitution: bilingual education, funding/expenditures, immigrant education, desegregation, special education, affirmative action, and equal resources. This course meets the United States Constitution credential requirement. CORE REQUIREMENT MET: UNITED STATES 4 units

213. CHICANO EDUCATIONThis course will cover the historical and current educational issues relating to the largest non-white population in the United States - Latinos. The term Chicano is used in the political context to reflect the struggle for educational equality of all Latinos. The course emphasizes the socio, political, and economic condition of Chicano students and the impact these conditions have on their educational success in the United States. CORE REQUIREMENT MET: UNITED STATES 4 units

215. EDUCATING AFRICAN AMERICAThis course critically examines the history of the education of Africans in America beginning at the Middle Passage, through Reconstruction and the post-bellum South, to contemporary post-industrial urban contexts. Emphasizing the sociohistorical and political-economic dimensions of schooling African Americans, the course explores the role of key factors in shaping the academic 'success' and 'failure' of Black students historically and in current K-16 contexts. Analysis of case law, policy, and practice will inform our understanding of African American experiences in schools nationally and locally. Further, we consider the implications these experiences hold for democratic participation and the overall life chances of African American citizens. Prerequisites: Education 201CORE REQUIREMENT MET: UNITED STATES 4 units

219. EDUCATIONAL INEQUALITYThis course will analyze the educational infrastructure PK-16 pipeline to examine the nature of inequality. The following three areas will be examined: 1) theories of

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educational inequality, 2) research on inequality, and 3) policies of inequality. Students will gain a basic understanding of the theories of educational inequality as they relate to genetic, cultural, school and societal perspectives using a critical theory lens. Students will also examine the research addressing educational inequality paying attention to designs, methods and samples covered. And finally, students will analyze educational policies that either reproduce or eliminate inequalities.CORE REQUIREMENT MET: UNITED STATES 4 units

313. EDUCATIONAL POLICYNational reform efforts (e.g., Nation at Risk, No Child Left Behind, Race to the Top) have permeated the educational establishment for decades, yet the achievement gap between rich and poor, and white - non-white students has shown no appreciable progress. This course will analyze current and past policies in education intended to improve the educational experience of all students and address this achievement gap. Students will receive an understanding of policy formation, the effect of applied research relative to educational policy and then select a reform policy (e.g., value-added teacher pay, class size, charter schools, etc.) to further investigate as a project field assignment. Prerequisite: EDUC 207 or permission of instructorCORE REQUIREMENT MET: UNITED STATES 4 units

315. CRITICAL PEDAGOGY IN SECONDARY URBAN SCHOOLSIn this course, the students will understand that unlike traditional perspectives of education that claim to be neutral and apolitical, critical pedagogy views all education theory as intimately linked to ideologies shaped by power, politics, history and culture. Given this view, schooling functions as a terrain of ongoing struggle over what will be accepted as legitimate knowledge and culture. In accordance with this notion, critical pedagogy must seriously address the concept of cultural politics y both legitimizing and challenging cultural experiences that comprise the histories and social realities that in turn comprise the forms and boundaries that give meaning to student lives. This course will ask students to conduct 15 hours of fieldwork to analyze and evaluate the current state of urban education as well as see transformational models that are possibleCORE REQUIREMENT MET: UNITED STATES 4 units

320. CRITICAL RACE THEORY IN EDUCATIONCritical Race Theory (CRT) is a historic movement among legal scholars of color in the U.S. that has enjoyed widespread application in a number of disciplines, including Education. This course introduces students to CRT through a close reading of the key writings that formed the movement. We will examine the application of CRT in education research, theory and practice contextualized in a variety of settings including schools, community-based organizations, and other relevant spaces. Specific attention will be paid to the CRT methodology of counter-storytelling and its utility in centering the experiential knowledge of people of color in education. Prerequisite: A 200-level course in Education, or instructor permissionCORE REQUIREMENT MET: UNITED STATES 4 units

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350. FREIRE, FANON & FREEDOM IN EDUCATION"How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?" This course focuses on Freire's theoretical, pedagogical, and practical contributions to contemporary movements in critical pedagogy, critical literacy, and educating for ‘social justice'. Beginning with Franz Fanon's influences on Freirean thinking about revolution and decolonization, we will analyze the construction of the ‘Pedagogy of the Oppressed'. We pay particular attention to the role of the Hegelian dialectic as a driving philosophical method, as well as the significance of Freirean themes in understanding contemporary schooling, education, community activism, and vocation in general. Students will analyze, critique, and reflect upon their own framing philosophies for personal engagement with oppressed peoples and communities - towards the broader goal of defining an individual role in the development of a pedagogy of the oppressed that both negotiates and is informed by students' multiple identities. Prerequisite: A 200-level course in Education, or instructor permission.CORE REQUIREMENT MET: INTERCULTURAL 4 units

Courses to be developed/proposed to APC:

ED101 – Introduction to the History of Urban EducationED381 – Quantitative Research Methods for Urban EducatorsED382 – Qualitative Research Methods for Urban EducatorsED311 – Urban Community Engagement SeminarED411 – Senior Praxis SeminarED415 – Participatory Action Research Methods

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Appendix IElective Course Options

American Studies290 - American Studies: Theory and Methodology272 - Asian Immigrants in American Society295 – Topics in American Studies: Latino/a Experience; Black Literary History and the Archive242 - Great Migration & Emergence of "New Negroes"

Cognitive Science301 – Applied Cognitive Science & Education

CTSJ186 - Introduction to Critical Theory280 - Critical and Post-Colonial Theory in the Afro-Caribbean340 - Critical Ethnography105 - Immigration and Education

History101 – United States Culture & Society I & II

LLAS101 - Introduction to Latina/o and Latin American Studies

Psychology200 - Methods in Psychological Science201 - Statistics in Psychological Science385 – Chicanas & Chicanos in Contemporary U.S. Society490 – Psychology of Schools

Politics103 Research Methods in Politics & Public policy206 – Race & American Politics362 – Black Political Thought202 – Gender in American Politics

Sociology304 - Sociological Research Methods310 - Sociological Field Methods315 - Sociology of Education255 - Youth Cultures in United States Society360 – Urban Sociology245 – Social Class & Inequality in the U.S.250 – Race & Ethnicity in American Society330 – Political Sociology

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265 – Gender & Society

Spanish/French Studies301 – Introduction to Linguistics350 – Psycholinguistics

UEP214 - Education Policies and Politics Practicum212/213 - Policy Debates and Controversies in Education – Panel Session301 – Urban Policy & Politics

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Appendix JCA Senate Bill 5 (SB5)

We believe it is important to note that our department is not proposing a new program that requires students to double major. Our preliminary student survey data (Appendix D) indicate broad interest in Urban Education as both a stand-alone major, as well as a double major.

However, questions about how this major interfaces with current state teacher credentialing requirements have surfaced. In particular: How does a proposed major in Urban Education impact those students who wish to pursue a teaching credential? And, Would the Education department now be requiring students to engage in unnecessarily daunting coursework in order to achieve their teaching goals?

In the modern era of credentialing, students wishing to pursue a teaching credential in California have always majored in some other discipline while also completing their credential-specific courses at Oxy, per California state law governing the credentialing of its teaching corp. As such, in the past we advised our students that obtaining a teaching credential in CA required the equivalent of “double majoring.” Both elementary and secondary teachers needed a major outside of the field of education. Students were required to take 30 undergraduate units outside of their major, as well as 6 post-BA units. Under our newly-proposed program, we anticipate that students will both major and double major in Urban Education. Those who wish to teach, since we no longer offer the credential, will need to enroll in a 5th year program at another institution. However, our major will provide an invaluable transition into such a program.

That said, change may be on the horizon for the entire state. There is a current bill pending in Sacramento that may change the requirement for teachers to have a major other than Education. Basically, the bill would allow for a major in education as fulfilling the baccalaureate degree provision of the education code for a state teaching credential – details below – effectively revising the major requirements for teaching.

SENATE BILL No. 5

Introduced by Senator Padilla (Coauthor: Senator Block) December 3, 2012

An act to amend Section 44259 of the Education Code, relating to teacher credentialing.

Legislative Counsel’s Digest SB 5, as introduced, Padilla. Teacher credentialing. Existing law establishes minimum requirements for the issuance of a preliminary multiple or single subject teaching credential by the Commission on Teacher Credentialing. Among other requirements, existing law requires satisfactory completion of a program of professional preparation accredited by the Committee on Accreditation,

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but specifies that the program shall not include more than one year, or the equivalent of 1⁄5 of a 5-year program, of professional preparation. Existing law also requires obtaining a baccalaureate degree or higher degree from a regionally accredited institution of postsecondary education, but provides that, except as specified, the baccalaureate degree shall not be in professional education. (Emphasis added)

This bill would authorize a program of professional preparation to include up to 2 years, or the equivalent of 2⁄5 of a 5-year program, of professional preparation, and would delete the provision that prohibits baccalaureate degrees in professional education from satisfying the degree requirement. [Emphasis Added] The bill would update cross references and would make other technical, non-substantive changes.

Vote: majority. Appropriation: no. Fiscal committee: yes. State-mandated local program: no.

Bill set to be heard on Senate floor on May 1, 2013.http://legiscan.com/CA/bill/SB5/2013

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http://legiscan.com/CA/bill/SB5/2013

Documents

Ed... · Web viewProgram Proposal The Urban Education Major Latest Revision April 24, 2013 Occidental College Department of Education Ronald W. Solórzano (Chair) Adelina Alegría