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MISSION STATEMENT

“The urban educator:

Reflective, innovative and committed to diversity.”

Course Syllabus

Division: Teacher Education Program Area: Bilingual, ESL, and Foreign Language Education Program Course Number: 13364

Course: BBE 5000: Multicultural Education in Urban America

Section Number: 004

Term/Year: Fall 2015

Course Location: ON-LINE

Instructor: Prof. Elver Peruzzo

Office Address: College of Education, Room 260

Office Hours:

E-mail/Phone: bb7744@wayne.edu (313) 577-0902 Home Phone: CELL: (519- 890-9666)

Email: Website:

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Course Description:

This course explores the cultural, social, political, and economic realities of our

complex pluralistic society in relation to our education system. The history of

multicultural education will be examined along with current understandings of

culturally responsive pedagogies. Through course readings and online discussions,

students will understand the role of critical, analytic and evaluative abilities to deal with

racism, sexism, value clarification, power and access in schooling.

COURSE OUTCOMES

Course Outcome

As a result of their experience in BBE

5000 students will:

Assessment: Blogs worth 25 points

each; Journals worth 20 points each;

Assignments worth 50, 150 and 300

points respectively.

Achievement of this outcome will be

assessed in the following way:

demonstrate an understanding of

major cultural concepts,

acculturation, multicultural

education, and the associated best

practices and skills in becoming a

competent multicultural educator.

Blogs on understanding

sources of cultural knowledge

the cultural general framework

demonstrate knowledge of internal

and external elements of culture

(e.g., values, beliefs, and

expectations; patterns of

communication; social roles and

status) and

identify strategies for making

thoughtful comparisons between

English-speaking and heritage

cultures in the context of teaching

and learning.

Blogs on understanding

theories of racial and ethnic

identity

the developmental model of

intercultural sensitivity

explain and reflect on significant

events in the struggles for equality

Journals on understanding the

deculturalization of:

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amongst various underrepresented

minorities.

Native Americans

African Americans

Asian Americans

Hispanic Americans/Latinos

apply procedures for interpreting,

synthesizing, and organizing

cultural information as they

develop their instructional

strategies, curriculum, assessments,

and the integration of knowledge

specific to their curriculum.

Assignment 1 on Self-Assessment

(50 points)

Assignment 2 on Teaching ELLs

(150 points)

apply strategies for gaining,

analyzing, and reflecting on one's

own linguistic and cultural

competence and professional

knowledge (e.g., establishing

professional goals, pursuing

professional growth opportunities).

Blog on understanding:

stereotypes, prejudice and

discrimination and working

towards teaching about reduction

of these

develop awareness of different

teaching and learning styles shaped

by cultural differences and create

strategies to address these

differences

Blog on understanding

global awareness and perspectives

strategies used to interact globally

research about a broad range of

topics and issues related to

bilingual/bicultural education

history, politics, theory and

practice.

Final Assignment based on report on

information from website on

culture

interview with an individual from

an ethnic background different

from that of the student (300

points)

understand theories of second

language acquisition and

methodologies for teaching English

as a Second Language and teaching

within a bilingual classroom

Assignment 2 on teaching ELLs (150

points)

have an awareness of resources

related to diversity, equity,

Blogs on understanding:

diversity (related to religion, sexual

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language acquisition, intercultural

interaction.

orientation, social class)

model on intercultural interaction

Assignment 1 - on self-reflection on

understanding self as an intercultural

being

understand assessment practices

Assignment 2 – on teaching and assessing

ELLs

The above list of Outcomes for the course meet the Standards for the Preparation of

Teachers of Bilingual Education (all Y codes) and Standards for the Preparation of

Teachers of English as a Second Language (Adopted by the Michigan State Board of

Education July 13, 2004) with specific emphasis on:

o 2.1 Knowledge, understanding, and use of the major concepts, principles,

theories, and research related to the nature and role of culture in language

development and academic achievement that support student learning.

o 2.2 Application of knowledge and understanding of how cultural groups and

students’ cultural identities affect language learning and school achievement

o 2.3 An understanding of the value and role of literary and cultural texts and

use them to interpret and reflect upon the perspectives of cultures over time.

o 2.4 An understanding of the connections among perspectives of cultures and

their practices and products, and be able to make comparisons.

o 2.5 Ability to identify distinctive cultural viewpoints in multiple content areas

through English and the target non-English language.

o 3.2 Ability to use language acquisition knowledge to create a supportive

classroom-learning environment that includes opportunities for interaction and

negotiation of meaning in English and the target-non-English language

o 3.4 Knowledge and utilization of a variety of strategies for instructional

management that facilitates language acquisition and student achievement for

limited-English proficient learners.

o 5.1 Knowledge of the ongoing nature of assessment and multiple age-and

level-appropriate ways to assess that provides purposeful outcome data.

o 6.2 Knowledge of the value that multilingualism brings to the overall success

of all students and understands the teacher’s role as an advocate with students,

colleagues, and members of the community in promoting multilingualism.

o 6.7 An ability to serve as a professional resource, an advocate for students, and

an ability to build partnerships with students’ families and communities.

Required Texts:

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Cushner, K., McClelland, A., & Stafford, P. (2014). Human Diversity in

Education: An Intercultural Approach, 8th Edition, McGraw-Hill

Spring, J (2012). Deculturalization and the Struggle for Equality: A Brief History

of the Education of Dominated Cultures in the United States, 7th Edition, McGraw-Hill.

NOTE: Both books are available at the bookstore and on-line in an electronic format on http://www.coursesmart.com/

Course Assignments and Evaluation: The evaluation, which is based on the following 5 components, has been designed to assess students’ achievement of the course outcomes:

1. Blogs (400 points): As assigned each week (16 Blogs@ 25 points each, total 400

points). You are required to provide two posts to each forum in the Blog Spot

within the allowable timeline. The first post you contribute to each forum serves

as a response to the question as posted by the instructor. The second post should

be made as a commentary on a classmate’s contribution. Please note that

your contributions must be meaningful, constructive and organized, and focused

on the question in concern. The responses should also be courteous in nature,

factual and free of grammatical and spelling errors. Furthermore, postings with

“just an opinion” or “I agree with you, sounds good, great job,” etc. are

insufficient. All postings must be backed by references to readings and other

source materials.

Evaluation Note: Students will achieve a maximum of 25 points per Blogs for

full compliance with the above set standards. Those who exhibit less than full

compliance, but provide a meaningful and constructive response will achieve 15-

22 points. Postings that lack adherence to the required guidelines and standards

(or partially address the question) will be evaluated at a range of 0-14 points.

NOTE: late postings will be allowed at the discretion of the instructor and, if

allowed, will result in fewer points.

NOTE: The blogs will begin on Mondays and end on Sundays at 11:59 p.m. The

Instructor will then make overall comments on each blog. For evaluation

purposes, please see Rubric for: Online Discussions.

Access to Blackboard and Technical Support: In order to access Blackboard,

you must use your university ID to log into http://blackboard.wayne.edu/. For

help with Blackboard and related technical matters, please contact the C&IT

Help Desk by phone 313-577-4778 or email to helpdesk@wayne.edu.

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NOTE: For Grad Students concerning Blogs: It is expected that Grad

Students will respond to two other students in the class instead of only one.

2. On-Line Journal (100 points): Each student must maintain an on-line journal on

Blackboard. The journal entries (see schedule for due dates) should based on the

student’s personal reflections on their readings of various chapters of Joel

Spring’s Deculturalization and the Struggle for Equality: A Brief History of the

Education of Dominated Cultures in the United States, 7th Edition, McGraw-Hill.

(Total 100 points/ 5 entries @20 points each). The reflection should also contain

information concerning the chapter to show evidence to the Instructor that the

student has read the chapter. NOTE: There is no need to respond to another

colleague with Journal postings.

Evaluation Note: Each journal posting must contain a minimum of 400 words

(maximum of 600 words), and must be reflective in nature. For evaluation

purposes, please see Rubric for: Online Journals

NOTE: For Grad Students concerning Journals: It is expected that Grad

Students will provide a longer reflective response based on each of the chapters

assigned.

3. Self-Assessment (50 points) This assignment is simply a completion of a survey

entitled Intercultural Competence. It is a matter or completing the questionnaire

and then reflecting on your personal strengths and area of improvement within

this domain. Total points for this assignment: 50 points. For evaluation

purposes, please see Rubrics for: Self-Assessment on Intercultural Competence

NOTE: For Grad Students concerning Assignment on Self Assessment:

Grade Students are expected to elaborate on all identified strengths and to have a

definitive plan for improvement that would include at least two paragraphs.

4. English Language Learners: (150 points) In this assignment, students will

first view the learning modules from Star Legacy Modules about English

Language Learners and then develop a 2-3 page report responding to questions.

Evaluation Note: This report will be evaluated according to the Rubric for:

English Language Learners

NOTE: For Grad Students concerning this Assignment on teaching ELLs:

Grad Students are expected to choose one content area, identify a lesson from that

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content area and provide a brief plan on strategies they will use with ELLs during

that lesson.

5. Internet/ Field Study (300 points)

PURPOSE

To write a reaction paper that describes and analyzes the observations made while

researching and also while making contact with an ethnic person in the

Metropolitan Detroit area

To be exposed to an ethnic group/person that is different and unfamiliar.

INSTRUCTION

There are TWO parts to this paper: 1) an internet search, and 2) an interview with

a person from a different ethnic group from yours.

First, identify an ethnic group that is different from and unfamiliar to you.

Do a search on the Internet and find sources that can provide information about

the background of the selected group such as its geography, history, language,

culture, customs, holidays, and religions.

Be sure to include your Internet resources on your reference page.

Write about THREE information items related to the culture of this particular

ethnic group.

Here are some ethnic groups you may wish to think about:

African Americans, Arab Americans, Albanian Americans

Chaldean, Chinese, Egyptian, Eastern European, East Indian

Filipino, Greek, Hmong, Italian, Japanese, Jewish, Korean, Lebanese

Latino (Hispanic Americans), Native Americans, Polish,

Russian, Ukranian, Vietnamese, etc.

Gay/Lesbian/Transgendered OR any other minority/ethnic group not

mentioned.

In preparation for the interview of the ethnic person, you may use the following

questions as a GUIDE while you write this part of the paper.

What were your expectations and feelings before making contact with the

ethnic/minority group?

How did you arrange the contact?

What was your first impression?

What questions did you ask in order to inquire about the culture? Questions could

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reference such items as gender roles, education, learning styles, teaching styles,

customs. etc.

Describe the experience.

Did the experience have a negative or positive impact on you?

How did the experience contribute to your understanding of the selected

ethnic/minority group?

Did you feel included or excluded during the experience?

Provide a final reflection or closing statement regarding the value, if any, of the

field study.

The paper itself may be in the form of an informal report. The first part, the

Internet Search should not exceed TWO pages. You may insert images beside

your information if you wish. The second part may be written in narrative style or

in a question/answer format and should be no more than FOUR pages.

Double-space using Times New Roman, 12 point font (about 250 -300 words per

page). This paper will be evaluated in accordance with the Rubric for:

Internet/Field Study

NOTE: For Grad Students concerning this Final Assignment: Grad Students

will provide a one page summary on how they would assist this individual if

he/she were in their class. How would they demonstrate ‘culturally responsive

teaching’?

Overview of Points and Percentage Weights

Discussions: 400 points

Self Assessment: 50 points

ELLs 150 points

Journals 100 points

Internet/Field Study 300 points

TOTAL: 1000 points

Class Policies:

1. Cheating, plagiarism or any form of academic dishonesty are strictly prohibited,

and will be handled in accordance with university policy.

2. Professional courtesy, mutual respect and teamwork.

3. E-mail will be the primary mode of communication between the instructor

and students. The instructor will respond to inquiries and e-mails within 48

hours.

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4. Students should assume responsibility for the technical capabilities of their

personal computers, internet connections and software. Please note that the

University’s computer labs are available for individual student use.

5. Alteration to the syllabus will be made by instructor as deemed necessary.

6. Submission of required assignments on time and according to guidelines:

Students are required to post their “Discussion Boards” within the required

timeline. Those submitted after the due date will not be evaluated, nor will they

be provided partial credit. However, the instructor will consider evaluation of

other course assignments (other than Discussion Boards) in some emergency

cases. Students who wish to have their late work evaluated should notify the

instructor via email in advance, or within ONE DAY after the due date to discuss

submission of required work, or scheduling of make-up exams. Accepted late

assignments will be evaluated at a 10% reduction of the grade. Furthermore,

failure to contact the instructor according to the recommended timeline may result

in the denial of individual requests regarding late assignments.

7. On-Line Classroom Etiquette and Professional Behavior: This class is

intended to prompt an open and honest dialogue about various topics. However,

due to the content and structure of this course, it is very likely that we will

engender passionate discussions on race and ethnic relations, personal and

political beliefs, racism, prejudice, gender and sexual stereotypes, ethnic and

religious biases, etc. It is critical that we take full responsibility for engaging in a

respectful and professional manner in all discussions and e-mail communications.

Please refrain from asserting stereotypes, using derogatory remarks, or “pigeon-

holing” your fellow classmates into categories, as “racist,” ‘sexist,” “PC,” “anti-

American,” “anti-Arab,” “anti-Christian,” “anti-Jewish,” etc. Maintaining respect

and courtesy is a central requirement of this course. The discussion boards and

the email class list should be utilized for engaging in rich discussion pertinent to

class requirements and not for non academic or personal concerns. Individuals

with personal concerns (i.e. requirements, grading) should contact the instructor

directly. In addition, students are advised to refrain from using the class e-mail

list to send emails or post content that includes commercial advertisements,

chain/junk emails, indecent materials, derogatory comments (of any nature),

ethnic jokes, personal attacks, put downs, or any content prohibited by university

policies. Students who engage in this type of behavior will be warned, and will

likely be asked to withdraw from class, or given a failing grade.

Academic Dishonesty/Plagiarism

The College of Education has a ‘zero tolerance’ approach to plagiarism and other forms

of academic dishonesty. (See Student Code of Conduct

http://doso.wayne.edu/codeofconduct.pdf)

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Plagiarism includes copying material (any more than 5 consecutive words) from outside

texts or presenting outside information as if it were your own by not crediting authors

through citations. It can be deliberate or unintended. Specific examples of academic

dishonesty, including what constitutes plagiarism, can be found in the University’s

Undergraduate Bulletin (http://bulletins.wayne.edu/ubk-output/index.html) , the

Undergraduate Student Handbook

(http://comm.wayne.edu/files/undergradhandbook.pdf) and in print and online versions

of the Graduate Catalog (http://www.bulletins.wayne.edu/gbk-oputput/index.html)

under the heading “Student Ethics.” It is every student’s responsibility to read these

documents to be aware which actions are defined as plagiarism and academic

dishonesty. Sanctions could include failure in the course involved, probation and

expulsion, so students are advised to think carefully and thoroughly, ask for help from

instructors if it is needed, and make smart decisions about their academic work. To

enforce this policy, all outside references must be submitted with assignments.

Class Schedule:

1. Following the folders in the Content area, you will note that the third folder entitled ‘Internet /Field Study’ is there to prepare you for the final assignment. This final assignment is not due until the end of the course.

2. The course start date is August 27, but there is an allowance of time for purchase of textbooks and review of the Echo Center. The first blog submission is not due until September 13. The end date of the course is December 15. Please be sure to check this Course Schedule for blog, journal and assignment dates and deadlines.

3. All blogs will begin on Monday of each week and end on the following Sunday at 11:59 p.m. There are a few exceptions. The instructor will provide feedback at the end of the blog times. The instructor tracks each blog worth 25 points and includes these points each week in the Grade Center. These points are cumulative each week and therefore it is up to the student to keep track of the points in My Grades as well in order to determine the exact points for each blog.

4. In some weeks, there will be more than two blogs. The blogs pertain to the content of ONE chapter. Please see the Syllabus schedule below for the flow of the course, assignments and due dates.

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Week Tasks and Required

Reading

Assignments Notes/Due Dates Standards Met

AUG/

27-SEPT

13, 2014

View LIVE

presentation

Chapter 1 (Cushner)

Blog 1a - introducing

yourself

Blog 1b -Understanding

changes in today’s

institutions

All discussion

boards are due at

the end of the

week on Sundays

by 11:59 p.m.

These two

discussions are

due September

13

2.1

2.2

SEPT/14-

20

Assignment 1:

Assessing your

intercultural

competence

Chapter 2 (Cushner)

Assignment 1 due

Blog 2- Civil Rights:

Person or Event

September 20 2.2

SEPT/ 21-

27

Chapter 1 and 2

(Spring)

Native Americans

(Spring)

On-line Journal 1 All on-line

journals are due

at the end of the

week on Sundays

by 11:59 p.m..

Journal 1 is due

Sept. 27

2.3

2.4

2.5

SEPT 28-

OCT 4

Chapter 3 (Cushner)

Blog 3a- Sources of

Cultural Identity

Blog 3b- Dealing with

Stereotypes

Oct. 4 2.1

2.2

OCT.5 -

11

Chapter 4 (Cushner) Blog 4a- My U-curve

hypothesis

Blog 4b- The culture-

General Framework

Oct. 11 2.1

2.2

OCT 12-

18

Chapter 3 (Spring)

African Americans

On-line Journal 2 Oct. 18 2.3

2.4

2.5

OCT 19-

25

Chapter 5 (Cushner) Blog 5a- Race and Ethnic

Identity

Blog 5b- Developing

Intercultural Sensitivity

Oct. 25 2.3

2.4

2.5

OCT 26-

NOV 1

Chapter 6 (Cushner)

Blog 6a- Prejudice and

Prejudice reduction

Blog 6b - The Liver

Transplant Problem

Nov. 1 2.4

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Blog 6c – White Privilege

NOV 2-8 Chapter 7 (Cushner)

Chapter 8 (Cushner)

Blog 7 – Global

Perspectives

Review Star Legacy

Modules on ELLs

Nov. 8

Assignment for

ELLs is due Nov.

11

3.2

3.3

5.1

6.2

NOV 9-15

Chapter 3 (Spring)

Asian Americans

Star Legacy Modules on

ELLs

Online Journal 3

Assignment 2: English

Language Learners due

Nov. 11

Nov. 15

2.3

2.4

3.2

3.3

5.1

6.2

NOV 16-

22

Chapter 9 (Cushner) Blog 8 (Religion in the

Public Schools)

Nov. 22 2.4

2.5

NOV 23-

29

Chapter 4 (Spring)

Hispanic/Latino

Americans

On-line Journal 4 Nov. 29 2.3

2.4

NOV 30-

DEC 6

Chapter 10 (Cushner)

Chapter 13 (Cushner)

Blog 9a- Sexual

Orientation

Blog 9b- Social Class

Dec. 6

2.4

6.7

DEC 7-15 Chapter 6 (Spring)

The Great Civil

Rights Movement

and the new Culture

Wars

Final Assignment due

On-line Journal 5

Final Assignment due

Dec. 15 2.4

6.7

2.1

2.2

2.3

2.4

6.7

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RUBRIC for: ONLINE BLOGS

Levels of Achievement

Criteria Novice Competent Proficient

Post

0 to 1 points

No post or post is

poorly done.

2 to 4 points Post is developed and

engaging with support

material. Lacks some

conceptual clarity

5 to 5 points Post is well done,

engaging in a

substantive way with

conceptual clarity.

Comments to

another peer

0 to 1 points No comment or

comment was brief

with shallow

contribution.

2 to 4 points Elaborates on the post

with further

comments or

observations.

5 to 5 points Analyzes the post and

extends the comments

in new directions.

Content

Contribution

0 to 1 points Posts irrelevant

information or does

not add

substantively to the

discussion.

2 to 4 points Content is factually

accurate, but does not

include much

conceptual

development.

5 to 5 points Post draws directly

upon the material to

make a creative and

substantive point that

extends the material.

Clarity and

Mechanics

0 to 1 points Unclear,

disorganized and/or

unedited. Errors

noted.

2 to 4 points

Organized, well

edited and

thoughtfully

composed. Some

errors.

5 to 5 points Very well organized

with concise easy to

ready style and error

free.

Connections

0 to 1 points Makes little or no

connections within

personal or social

contexts

2 to 4 points Makes considerable

connections within

personal or social

contexts.

5 to 5 points Makes a large number

of connections within

personal or social

contexts.

Points for Post:

TOTAL POINTS (out of 25)

COMMENTS:

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Rubric for: ONLINE JOURNALS

Levels of Achievement

Criteria Novice Competent Proficient

Content

0 to 1 points Demonstrates little

or no knowledge of

content as presented

in the Joel Spring

text. Lacks analysis

and meaningful

insight.

2 to 4 points Demonstrates some

evidence of

knowledge of

content as presented

in the Joel Spring

text. Provides some

meaningful insight.

5 to 5 points Demonstrates relevant

information as

presented in the Joel

Spring text. Provides

meaningful insight in a

highly focused and

comprehensible

manner.

Organization

0 to 1 points Not organized

logically. Ideas

related to the

content are not

presented clearly.

2 to 4 points

Well organized.

Ideas related to the

content are arranged

logically to support

the content. Ideas

are linked but not

consistently.

5 to 5 points

Very well organized.

Ideas related to the

content logically

support the topic. Ideas

are linked, flow

smoothly and create

interest for the reader.

Grammar

and

Mechanics

0 to 1 points Many errors

creating confusion

and lack of interest.

2 to 4 points Some errors, but do

not represent major

distractions.

5 to 5 points Error free.

Reflection

and

connection

0 to 1 points Makes limited

connections within

personal or social

contexts.

2 to 4 points Makes considerable

connections within

personal or social

contexts.

5 to 5 points Makes a high degree of

connections within

personal or social

contexts.

TOTAL POINTS : _____________/20 points______

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Rubric for: Self-Assessment on Intercultural Competence

Levels of Achievement

Criteria Novice Competent Proficient

Summary of

strengths and

areas of

improvement

0 to 10 points Limited

summary

11 to 15 points All aspects

summarized.

16 to 17 points All aspects summarized

with added observations.

Reflecting on

strengths and

areas of

improvement

0 to 10 points

Not clear.

Might include

some original

thinking on

how to

improve.

11 to 15 points

Reflection is clear,

includes areas of

strengths and

improvement and

some original

thinking on how to

improve.

16 to 17 points Reflection is clear,

includes all areas of

strengths and

improvement. Includes

original thinking that

extends views on

personal strengths and

areas of improvement.

Grammar and

mechanics

0 to 10 points Reflection is

poorly

organized.

Many errors

are evident.

11 to 15 points Reflection is

organized, clear and

somewhat consistent

with few errors.

16 to 17 points Reflection is organized,

clear and consistent with

no errors.

TOTAL POINTS: ________________________/50

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RUBRIC FOR: ENGLISH LANGUAGE LEARNERS

Levels of Achievement

Criteria Novice Competent Proficient

Understanding

the needs of

ELLs

0 to 24 points Vaguely

understood.

25 to 34 points Mostly

understood.

35 to 38 points Clearly understood.

Pedagogical

Insight for ELLs

0 to 24 points

Weak evidence of

information for

teaching strategies

for ELLs with

limited reflection

25 to 34 points

Good evidence of

teaching

strategies and a

good critical

reflection.

35 to 38 points

Strong evidence of

teaching strategies

with a sound

critical reflection.

Considerations

for Assessment

of ELLs

0 to 24 points Limited

understanding of

assessment for

ELLs.

25 to 34 points Good

understanding of

assessment of

ELLs.

35 to 38 points Excellent

understanding of

assessment of

ELLs.

Organization

and Mechanics

0 to 24 points

Work is unfocused

and poorly

organized. Errors

are distracting.

25 to 34 points

Organization is

clear. Format is

consistent. Very

few errors.

35 to 38 points Organization is

clear. Format is

consistent.

Effectively

communicates

ideas. No errors.

Total Points: ________________________/150

Extra Points allowance as determined by Instructor: ___________

Final TOTAL: _______________

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RUBRIC For: Internet /Field Study

Levels of Achievement

Criteria Novice Competent Proficient

Information

from Internet

Search

0 to 29 points Very little

information

presented.

30 to 44 points Considerable to

required amount of

information with

description

45 to 50 points Required amount of

information, detailed

description.

Reflection on

the culture

0 to 29 points Limited range of

commentary. Very

little comparison

of similarities and

differences of

cultures.

30 to 44 points Good range of

commentary. Good

comparison of

similarities and

differences of

cultures with a good

personal reflection.

45 to 50 points Very good range of

commentary with

significant number of

comparisons related to

similarities and

differences of cultures

with a very good

personal reflection.

Information

based on

Interview

0 to 29 points Limited and

lacking interest.

30 to 44 points Variety of

information

generating thoughts

and interest.

45 to 50 points Thorough amount of

information generating

thoughts, interest and

reflection.

Reflection on

the Interview

0 to 29 points Limited review of

the interview with

scarcity of

personal thoughts.

30 to 44 points A good review of

the interview with a

range of personal

thoughts including

personal direction

for the future.

45 to 50 points An excellent review of

the interview with a

wide range of personal

thoughts including

personal direction for

the future.

Organization

of content

based on

interview

0 to 29 points Not well

organized. Little

direction about the

individual's life.

30 to 44 points Organized with

good direction of the

individual's life and

history.

45 to 50 points Very well organized

with an evaluation of

the individual's life

and history.

Grammar and

Mechanics

0 to 29 points Not well

developed. Many

30 to 44 points Well developed, but

with evidence of

45 to 50 points Very well developed

with no evidence of

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Levels of Achievement

Criteria Novice Competent Proficient

grammatical

errors.

errors. error.

TOTAL POINTS: ________/300

Graduate Grades: Undergraduate Grades:

A B+ C+ F A B+ C+ D+

A- B C A- B C D

B- B- C- D-

General Note on Grading

The College of Education faculty members strive to implement assessment

measures that

reflect a variety of strategies in order to evaluate a student's performance in a course.

For undergraduates and post-degree students C grades will be awarded for satisfactory

work that satisfies all course requirements; B grades will be awarded for very good

work, and A grades will be reserved for outstanding performance. [For graduate

students B grades will be awarded for satisfactory work that satisfies all course

requirements; B+ grades will be awarded for very good work, and A grades will be

reserved for outstanding performance.] Please note that there is a distribution of grades

from A-F within the College of Education. Grades with plusses and minuses carry

distinct grade point averages.

TOTAL POSSIBLE POINTS = 1000

Course Evaluation and Grading

A 950 -- 1000 points

A- 930 -- 949 points

B+ 910 -- 929 points

B 860 -- 909 points

B- 840 -- 859 points

C+ 820 -- 839 points

C 770 -- 819 points

C- 750 -- 769 points

D+ 730 -- 749 points

D 710 -- 729 points

D- 700 -- 709 points

F 699 and belo

1

Withdrawal Policy

Students must add classes no later than the end of the first week of classes. This

includes online classes. Students may continue to drop classes (with full tuition

cancellation) through the first two weeks of the term.

Students who withdraw from a course after the end of the 5th week of class will

receive a grade of WP, WF, or WN.

o WP will be awarded if the student is passing the course (based on work

due to date) at the time the withdrawal is requested

o WF will be awarded if the student is failing the course (based on work

due to date) at the time the withdrawal is requested

o WN will be awarded if no materials have been submitted, and so there

is no basis for a grade

Students must submit their withdrawal request on-line through Pipeline. The

faculty member must approve the withdrawal request before it becomes final, and

students should continue to attend class until they receive notification via email that

the withdrawal has been approved.

Beginning the fifth week of class students are no longer allowed to drop but

must withdraw from classes. The last day to withdraw will be at the end of the 10th

full week of classes. The withdrawal date for courses longer or shorter than the full

15-week terms will be adjusted proportionately.

See the university webpage for full details:

http://reg.wayne.edu/students/information.php

Attention Students with Disabilities:

If you have a documented disability that requires accommodations, you will need to

register with Student Disability Services (SDS) for coordination of your academic

accommodations. The Student Disability Services (SDS) office is located at 1600

David Adamany Undergraduate Library in the Student Academic Success Services

department. SDS telephone number is 313-577-1851 or 313-577-3365 (TDD only).

Once you have your accommodations in place, I will be glad to meet with you

privately during my office hours to discuss your special needs. Student Disability

Services’ mission is to assist the university in creating an accessible community

where students with disabilities have an equal opportunity to fully participate in

their educational experience at Wayne State University.

Please be aware that a delay in getting SDS accommodation letters for the current

semester may hinder the availability or facilitation of those accommodations in a

timely manner. Therefore, it is in your best interest to get your accommodation

letters as early in the semester as possible.

2

Religious Observance Policy:

Because of the extraordinary variety of religious affiliations represented in the

University student body and staff, the Wayne State University calendar makes no

provision for religious holidays. It is University policy, however, to respect the faith

and religious obligations of the individual. Students who find that their classes or

examinations involve conflicts with their religious observances are expected to

notify their instructors well in advance so that alternative arrangements as suitable

as possible may be worked out.

Resources for optional inclusion in course syllabi:

Wayne State University Writing Center:

The Writing Center (2nd floor, UGL) provides individual tutoring consultations

free of charge for students at Wayne State University. While the center serves

both graduate and undergraduate students, undergraduate students in General

Education courses, including composition courses, receive priority for tutoring

appointments. The Writing Center serves as a resource for writers, providing

tutoring sessions on the range of activities in the writing process – considering the

audience, analyzing the assignment or genre, brainstorming, researching, writing

drafts, revising, editing, and preparing documentation. The Writing Center is not

an editing or proofreading service; rather, students are guided as they engage

collaboratively in the process of academic writing, from developing an idea to

correctly citing sources. To make an appointment, consult the Writing Center

website: http://www.clas.wayne.edu/writing/.

To submit material for online tutoring, consult the Writing Center HOOT website

(Hypertext One-on-One Tutoring) http://www.clas.wayne.edu/unit-

inner.asp?WebPageID=1330.