Craig A. Cunningham, Ph.D.

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FND 505: Perspectives on Contemporary Issues in Education

Fall 2005, Thursdays 9 am to 11:50 am
Chicago Campus

An updated version of this syllabus is always available at http://craigcunningham.com.
Click on Course Materials and then the name of this course (FND 505).

Instructor

Craig A. Cunningham, Ph.D.
Associate Professor, National College of Education
Chicago Campus, room 3062
312-261-3605
craig.cunningham@nl.edu
http://craigcunningham.com

Office hours Tuesday and Thursday by appointment only

Course Description

This course introduces students to major debates about contemporary educational issues in the United States and explores the obstacles and challenges faced by educators. Students will critically examine the basic assumptions and social forces that influence the current educational policy making and reform efforts with an emphasis on their socio-cultural, economic, and political underpinnings. The course encourages ongoing reflective practice and dialogue concerning social justice issues and the role of education in a democracy.

Course Objectives

1. Raise students’ critical consciousness about the basic assumptions that are embedded in and under-gird contemporary educational issues and policy.
2. Analyze contemporary issues relevant to the professional life of educators.
3. Critically explore the social, economic, and political contexts of education and schooling.
4. Connect socio-cultural issues to one’s practice and personal theory of practice.
5. Recognize the politics and process of educational policymaking and the potential to influence them.
6. Embrace the educator’s role as advocates of equity and social justice in a diverse democratic society.
7. Critically read educational literature as well as examine the coverage of educational issues by the popular media.

Services for Students with Special Needs

Please Note:  National-Louis University is committed to ensuring that all of its facilities and programs are accessible to all persons.  If you believe you may qualify for course adaptations or accommodations in accordance with the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act, it is your responsibility to immediately, but no later than the second class session to contact the Office of Diversity, Access and Equity (DAE Office) or the instructor.  You may contact the Director of Diversity and Equal Employment at (847) 947-5491 or via e-mail at Erin.Haulotte@nl.edu.  If you have coordinated services with the DAE Office, please provide your letter of accommodation to the instructor

Academic Honesty

With respect to the academic honesty of students, it is expected that all material submitted as part of any class exercise, in or out of class, is the actual work of the student whose name appears on the material or is properly documented otherwise. The concept of academic honesty includes plagiarism as well as receiving and/or giving improper assistance and other forms of cheating on coursework. Students found to have engaged in academic dishonesty are subject to disciplinary action and may be dismissed from the University.

Faculty has the right to analyze and evaluate students’ course work.  Students may be asked to submit their papers electronically to a third party plagiarism detection service.  Students who are asked to submit their papers and refuse must provide proof for every cited work comprising the cover page and first cited page for each source listed in the bibliography.  When evidence of academic dishonesty is discovered, an established procedure of resolution will be activated to bring the matter to closure.  See Policy on Academic Honesty in the University Catalog and Student Guidebook (hard copy and online).

For resources on how to cite properly and avoid plagiarism, go to NLU’s Center for Academic Development (http://www.nl.edu/centers/cad/) and the NLU Library (http://www.nl.edu/library/).

Requirements

1. Class participation (20%)

This course relies heavily on reading and discussion. Therefore, regular attendance, completion of the assigned readings, obvious effort in small group activities and projects both inside and outside of class, and informed class participation are expected. Any student who misses more than 2 classes during the term will be penalized 5% per absence (beyond the 2 allowed ones).

2. Weekly reflection papers (30%)

One essay of 250-500 words each week of the class (weeks 2 - 10).. Reflection papers can be on any topic you wish, but must be related to the process or content of the class. I encourage you to use the reflection papers to helpfully critique my role in the class or to examine how your own experiences and beliefs might need reconstruction in light of the evidence and arguments presented in class and in the readings. Email your reflection papers (as attachments in Word or text format) to the instructor by midnight on the Tuesday prior to class. Reflection papers are not graded.

3. Multimedia Portfolio and Presentation (25%)

You will explore (in depth) a contemporary educational issue that you find particularly compelling. This can be one of the issues numbered 11 through 23 in Taking Sides or another issue of your choice. You will sign up for your issue on September 29. Each person must choose a unique issue.

The assignment has three parts.

Part 1: Annotated bibliography with a minimum of 20 resources relevant to your issue. Your goal is to identify and briefly summarize a variety of print and multimedia resources related to your project. At least 5 of the resources should be books or articles from print journals, at least 5 should be from the Web, and at least 5 of the resources should express views that you disagree with. (I've given you some possible starting points.)

Part 2: Organized collection of multimedia resources related to your topic that provides visual and/or auditory experiences that can help expand understanding of the issue and the variety of perspectives that might be taken. Must contain at least 5 images, at least 2 tables or charts, at least one auditory resource, and at least one video resource, each one labeled with descriptive information and citation to the source. Note that "clip art" is not acceptable. Think of this as the artifacts in a museum exhibit exploring the issue and how it has been viewed and addressed. (While you can present your multimedia collection in a PowerPoint for the purposes of the presentation, described below, the collection is the focus, not the PowerPoint.)

Part 3: 20 minute presentation and discussion of your portfolio. Use your collection (and your oral narration) to provide the class with an overview of the issue and the perspectives that might be taken, as well as an evaluation of the arguments and assumptions of those perspectives (in terms of their consistency, coherence, relevance, potential consequences, and validity). You should also be prepared to facilitate a class discussion on your topic.

You should EMAILthe instructor the bibliography and a copy of your portfolio within a few days after your presentation.

4. Panel Discussion and Debate (25%)

Each member of the class will participate in one panel discussion and one debate on issue covered in the text, Taking Sides.

Those members who are not participating in a given discussion/debate will serve as the Impartial Observers who will make a Ruling on how the issue should be decided and what should happen.

Topics for the panel discussions are given in the tentative schedule of topics and assignments. Topics for the /debates and the schedule and assignments for the debates will be determined by the second class.

An updated version of this syllabus is always available at http://craigcunningham.com. Click on Course Materials and then the name of this course (FND 505).

Tentative Schedule of Topics and Assignments

Please complete all reading assignments prior to the class by which they are listed.

Click here for tentative assignments to panel discussions and debates.