EDUC_293

Department of Education

Master of Arts in Teaching + Teaching Credential program

Master of Arts in Interdisciplinary Education program

EDUC 293 (3 units)

Teaching Nonconventional Youth

Winter 2017

Mission and Goals of the Department of Education

Rooted in the Jesuit tradition at Santa Clara University, the mission of the Department of Education is to prepare professionals of competence, conscience, and compassion who will promote the common good as they transform lives, schools, and communities. Our core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration guide both theory and practice.

Faculty, staff, and students in the Department of Education:

• 1. Make student learning our central focus

  2. Engage continuously in reflective and scholarly practice

  3. Value diversity

  4. Become leaders who model ethical conduct and a commitment to social justice

  5. Seek collaboration with others in reaching these goals

Course Description

Concepts, characteristics and interventions that affect adolescents who have found difficulty being successful in school settings. Topics of the course include adolescent mental health, adolescent delinquency, gang identification and involvement, substance abuse, family violence and abuse, school-age parenthood, school dropout, antisocial and nonconventional behaviors and lifestyles. Candidates will learn about strategies to increase school engagement and positive social skills and habits that result in positive gains in academic and social behavior. This course is required of all single subject teaching credential candidates and does not require concurrent enrollment in a Clinical Practicum placement or a full time teaching position in a Catholic school (3 units).

Course Objectives

· Articulate concepts and characteristics of nonconventional youth. (TPE 2, 5, 8, 9)

· Describe and apply interventions designed to decrease school avoidance and concomitantly increase engagement and positive social skills and habits that result in positive gains in academic and social behavior. (TPE 2, 5, 6, 7, 8, 9, 10, 11)

· Describe the roles and responsibilities of the various systems that assist adolescents including community schools, alternative education, mental health, social services, public health, probation, juvenile justice. (TPE 2, 4, 5, 7, 8, 9, 10, 11)

· Describe strategies for assisting chronic truant and frequently absent students, as well as migrant and employed students. (TPE 4, 5, 7, 8, 9)

· Describe effective alternatives to suspension, expulsion, class removal and class failure. (TPE 5, 6, 8, 9, 10)

Required Reading(s) & Resources

Adams, M. (2013). Teaching that Changes Lives: 12 Mindset Tools for Igniting the Love of Learning. San Francisco: Berrett-Koehler Publishers. (selections)

Anderson, B. (2006) The Teacher’s Gift: Discovering and Using Your Core Gift to Inspire and Heal. Vashon, WA: Island Press. (selections)

Baum, J. & Westheimer, K. (2015) “Sex? Sexual Orientation? Gender Identity? Gender Expression?” Teaching Tolerance, (50), 35-38. Available at: http://www.tolerance.org/magazine/number-50-summer-2015/feature/sex-sexual-orientation-gender-identity-gender-expression

Bowman, S. (2015, June 30) “Restorative Practices and San Francisco Public Schools” [YouTube video] Available at: https://www.youtube.com/watch?v=GXeWrOZcax0

Boyle, G. (2010) Tattoos on the Heart: The Power of Boundless Compassion. New York, NY: Free Press. (selections)

Davis, L. (2015, August 31) “When Mindfulness Meets the Classroom” The Atlantic. Available at: http://www.theatlantic.com/education/archive/2015/08/mindfulness-education-schools-meditation/402469/

Dray, B. & Wisneski, D. (2011) “Mindful Reflection as a Process for Developing Culturally Responsive Practices” TEACHING Exceptional Children, 44(1), 28-36. Available at: http://source.ucdenver.edu/cgi/viewcontent.cgi?article=1037&context=clde_publications

Lombardo, M. (2013, March 2) “PBIS High School Video Overview” [YouTube video] Available at: https://www.youtube.com/watch?v=48hIfLgxBQg

Navasky, M. & O’Connor, K. (2015, June 30) “Growing up Trans” Frontline. [video] Available at: http://www.pbs.org/wgbh/frontline/film/growing-up-trans/

Ruhl, J. (2015, May 27) “Teaching Methods for Inspiring the Students of the Future” [TEDx Talk] Available at: https://www.youtube.com/watch?v=UCFg9bcW7Bk

Simon & Schuster (n.d.) “Former Gang Members and Father Boyle Talk about Tattoos on the Heart” [video] Available at: http://www.simonandschuster.com/videos/Former-Gang-Members-and-Father-Greg-Boyle-talk-ON/6mc1fe_YB3DH

Skiba, R. & Losen, D. (2015-2016) “From Reaction to Prevention: Turning the Page on School Discipline” American Educator, winter, 4-11 & 44. Available at: http://www.aft.org/ae/winter2015-2016/skiba_losen

Staats, C. (2015-2016) “Understanding Implicit Bias: What Educators Should Know” American Educator, winter, 29-33 & 43. Available at: http://www.aft.org/ae/winter2015-2016/staats

Winter, C. & Katz, R. (2016, August 4) “What is restorative justice?” American RadioWorks [podcast] Available at: http://www.americanradioworks.org/what-is-restorative-justice/

Course Requirements/Assignments

F Resource Report (10). Review an agency, institution, program, etc. that serves a non-conventional youth population addressed in the course. An interview or observation should be part of the research conducted for this Report. Group work is permitted only if the Resource is an educational institution (e.g. alternative school), in which case multiple interviews and/or observations are required. (This option must be pre-approved by the instructor.) Findings will be posted on Camino for classmates to review.

F Cross-class Connections (10). Meet with assigned partner and discuss progress on the Mindful Reflection assignment and/or other course content.

F Mindful Reflection (20). Select a case study student and complete the ‘Steps for Mindful Reflection and Communication’ in the Dray & Wisneski article.

F Critical Incident (10) – Identify an education-related incident, problem or decision that you need to clarify or resolve for yourself. Present the issue to a small group in class for “feedback” and also serve as a feedback provider to others.

F Learning Journey Poster (10) – create a poster that depicts your learning / journey throughout the course. These will be posted on the last day for classmates to observe and comment on.

F Preparation (20) – carefully study all assigned material and complete any assigned tasks prior to class; come to class with questions and comments prepared, ready to engage. Preparation will be self-evaluated (2 points per class) so keep a running record for yourself.

F Engagement (20) – active and selective participation in small group and whole class discussions and exercises; attentive listening to others; responsible use of technology.

F Attendance: 2 points will be deducted from your final grade for each absence. No more than 2 absences will be permitted. Please contact the instructor if you will be absent so necessary accommodations can be made. Assignments missed due to absences cannot be made up.

Course Outline & Class Schedule

The course outline is subject to change based on the needs and interests of the class as determined by the instructor.

Assessments & Grading Criteria

1. All assignments must reflect graduate-level standards.

2. Assignments are expected on their due dates and by the delivery method stated.

3. Letter grades are assigned on the scale below based upon a possible total of 100 points.

Additional Information

Academic Integrity

The University is committed to academic excellence and integrity. Students are expected to do their own work and to cite any sources they use. A student who is guilty of a dishonest act in an examination, paper, or other work required for a course, or who assists others in such an act, may, at the discretion of the instructor, receive a grade of “F” for the course. In addition, a student found guilty of a dishonest act may be subject to sanctions up to, and including, dismissal from the University, in accordance with the student judicial process as described in the Student Handbook. A student who violates copyright laws, including those covering the copying of software programs, or who knowingly alters official academic records from this or any other institution is subject to similar disciplinary action. For the full text of the academic integrity policy and protocol, see www.scu.edu/provost/policy/academicpolicy.

https://www.scu.edu/media/ecp/student-services/policies/SCU_SECP_GradBulletin_2016-17_FINAL.pdf (p.40)

Disability Accommodations Procedure

To request academic accommodations for a disability, students must be registered with Disabilities Resources, located in Benson, room 216. If you would like to register with Disabilities Resources, please visit their office or call at (408) 554-4109. You will need to register and provide professional documentation of a disability prior to receiving academic accommodations. (For more on Disabilities Resources see the SECP Graduate Bulletin 2016-17 p.112.)

Accommodations for Pregnancy and Parenting

In alignment with Title IX of the Education Amendments of 1972, and with the California Education Code, Section 66281.7, Santa Clara University provides reasonable accommodations to students who are pregnant, have recently experienced childbirth, and/or have medically related needs. Pregnant and parenting students can often arrange accommodations by working directly with their instructors, supervisors, or departments. Alternatively, a pregnant or parenting student experiencing related medical conditions may request accommodations through Disability Resources.

Discrimination and Sexual Misconduct (Title IX)

Santa Clara University upholds a zero-tolerance policy for discrimination, harassment and sexual misconduct. If you (or someone you know) have experienced discrimination or harassment, including sexual assault, domestic/dating violence, or stalking, I encourage you to tell someone promptly. For more information, please consult the University’s Gender-Based Discrimination and Sexual Misconduct Policy at http://bit.ly/2ce1hBb or contact the University's EEO and Title IX Coordinator, Belinda Guthrie, at 408-554-3043, bguthrie@scu.edu. Reports may be submitted online through https://www.scu.edu/osl/report/ or anonymously through Ethicspoint https://www.scu.edu/hr/quick-links/ethicspoint/