University of Colorado at Denver:
School of Education and Human Development
Pathways2Teaching with Professor Palomino
Course Title: Pathways2Teaching: Urban Education 1930 with the
University of Colorado Denver’s School of Education and Human Development.
Credit: (3)
Instructor: Ms. Palomino
Class Location: Abraham Lincoln High School, room 212
Time: MWF 12:20 - 1:15; TR 11:44 - 12:30
Credit Hours: 3
Phone: classroom 720.423.5257; text 303.960.3639
Email: Jocelyn_palomino@dpsk12.org
Office: 212
Office Hours: MWF 3:15 – 4:00 PM or by appointment.
Our Mission:
Our community will collaborate to foster an environment of high expectations that will empower students to become
responsible citizen, achieve their goals, and reach their fullest potential for career and college readiness in every class, every day.
Learning Resources / Required Texts
Parkay, F.W. (2006) Social Foundations for Becoming a Teacher. Boston:Pearson ISBN:0-205-42422-8
Carter, Bishop, & Kravits (2012). Keys to Success. Boston: Prentice Hall ISBN-10: 0132541718
ISBN-13: 9780132541718
Teaching Tolerance Magazine (Free- available online) http://www.tolerance.org/magazine/archives
Personal Academic Planner – This can be an academic planner / calendar purchased at any office supply store or, if you prefer, an
online planner
eCollege and Other Learning Resources:
Your instructor will regularly supply a number of additional readings or learning resources that coincide with topics under study.
These may include, but are not limited to, books, book chapters, journal articles, newspaper articles, websites, films, and YouTube
video clips. These resources can be accessed on eCollege
http://www.ucdenver.edu/academics/CUOnline/eCollege/Pages/eCollegeLogin.aspx
This site will also be the source of email messages, class announcements, submitting assignments and grades for all assignments.
It is important that you check your UC Denver email everyday.
Welcome Statement:
Welcome to the University of Colorado and First-Year Seminar (FYS) program.
I am passionate about teaching and take pride in helping students learn to become self-advocates. I have over 15 years teaching
experience in public and private schools throughout country and overseas. My K-12 experience includes working in a range of
educational settings for students with disabilities, gifted learners, and English language learners.
I have been teaching at the college level for the past 13 years and love working with adult learners. My role as assistant professor in
the School of Education and Human Development includes preparing culturally responsive teachers who are well prepared to work
with diverse learners in K-12 settings.
Taking the First-Year Seminar course marks the beginning of a new journey for you. Whether you ultimately choose to become a
teacher or simply have an interest in urban education, I hope this course deepens your understanding of urban communities,
schools and the important roles teachers can play in disrupting the educational inequities that some students face.
Course Overview and Description
1
What are the challenges and opportunities that urban high schools face and how can high school teachers create culturally
responsive learning environments to engage diverse urban youth? In this seminar you will explore the world of urban high schools
through interactive discussions and guided field-based observations at local high schools. Additionally, this course is designed to
focus on those student behaviors and attitudes that are most consistently identified with achieving success in college. Strategies
for time management, test taking, memory and recall, communication, and personal success are included throughout the course.
Lastly, the University of Colorado Denver has numerous resources at your disposal and these will be introduced, explained and
explored.
UEDU 1930 will apply toward the UC Denver Core Curriculum in the Humanities knowledge area.
Early Alert
UEDU 1930 participates in the Early Alert program designed to identify undergraduate students in the 5th-6th week who need
assistance based on their academic performance, class participation and/or class behavior. I will notify students about their alert
status, and alerted students will be contacted by their college advisor via e-mail to initiate the review process. It is important to
respond quickly when contacted by your advisor about any faculty generated alert.
Student Absences
Because learning requires active engagement, it is essential that you attend each and every class. Everything we do throughout the
semester will continue to deepen your knowledge about urban educators and success in college.
Students are allowed 2 excused absences (i.e., illness, family emergency, prior commitment that is impossible to rearrange).
Students who exceed 2 excused absences will be asked to meet outside of class with the instructor to problem-solve the situation
and help you determine whether remaining in this course is appropriate or whether you should consider withdrawing in order to
remain academically successful. Attending the full class session is required.
If you are absent, you must contact the instructor within 24 hours (via e-mail) in order to arrange to make up what was missed. If
you know you are going to be absent ahead of time due to a prior commitment that is impossible to rearrange, please meet with
the instructor to plan accordingly for the work you will be missing.
Resubmission of Work
If you are asked to resubmit you will only have 1 week to complete the resubmission or the grade will be recorded based on the
original assignment. I do not give extra credit.
University Deadlines
All critical university deadlines are posted on the University Academic Calendar (found at www.ucdenver.edu). It is the student’s
responsibility to be aware of all deadlines related to census, withdrawal, and tuition payment.
If you find yourself in a situation where you are failing a class and do not think you will be able to pull up your grade, it is always
better to withdraw from the course so that the failing grade will not impact your GPA, financial aid, etc. Please let me know if you
are in this situation and I can help you navigate this process.
Please see the University academic calendar for important dates http://www.ucdenver.edu/studentservices/resources/registrar/Documents/AcademicCalendars/downtown/AcademicCalendarFall2011.pdf
School of Education and Human Development Incomplete Policy
Incomplete grades (I) are not given to replace low grades. To be eligible for an incomplete grade, students must (1) successfully
completed at least 75% of the course requirements, (2) have special circumstances (verification required) that preclude the student
from attending classes and/or completing graded assignments, and (3) make arrangements to complete missing assignments with
the original instructor before more than one year has elapsed since the end of the semester in which the course was taken.
SEHD Incomplete Process
Students must be in close communication with the instructor PRIOR to the end of the semester regarding special circumstances
precluding them from successfully completing the remainder of the course. Faculty may assign students an incomplete grade of “I”
to signify that special circumstances beyond the student’s control prevented the student from completing a small portion of the
course (no more than 25%) and that a final grade cannot yet be assigned.
IT IS THE STUDENT’S RESPONSIBILITY TO COLLABORATE WITH THE INSTRUCTOR TO COMPLETE AN INCOMPLETE AGREEMENT
FORM (found at www.ucdenver.edu/education under Current Students/Current Student Resources) prior to the end of the
semester for which the incomplete is given. A copy of the form, signed by both the student and the instructor should be submitted
to the SEHD Student Services Center (LSC 701). Both the student and instructor should also keep a copy. The instructor sets the
University of Colorado at Denver:
School of Education and Human Development
Pathways2Teaching with Professor Palomino
conditions under which the course work can be completed and the time limit for completion. The student is expected to complete
the requirements within the established deadline. If the missing assignments are not completed within the allotted time, the
“I”converts to an F on the student’s transcript. Students making up an incomplete should not re-register for the course.
Upon completion of the missing course work, a Change of Record Form is completed by the original instructor to change the “I” to
a letter grade. Faculty should work with the Faculty Services Center to complete the Change of Record Form.
Grading
All assignments have a weighted percentage. Final course grades will be assigned as follows:
%
94-100
90-93
87-89
83-86
80-82
77-79
Grade
A
AB+
B
BC+
%
73-76
70-72
67-69
63-66
60-62
Below 60
Grade
C
CD+
D
DF
Academic Honesty
Plagiarism is the use of another person’s words or ideas without crediting that person. Plagiarism and cheating will not be
tolerated and may lead to failure on an assignment, in the class, and dismissal from the University. (Refer to School/College
guidelines.)
You are responsible for being attentive to or observant of campus policies about academic honesty and all other aspects of
student conduct as stated in the University’s Student Conduct Code, located at
http://www.ucdenver.edu/life/services/standards/Documents/UCD%20Code%202008-2009.pdf
Access, Disability, Communication
The University of Colorado Denver is committed to providing reasonable accommodation and access to programs and services to
persons with disabilities. Students with disabilities who want academic accommodations must register with the Office of Disability
Resources and Services (DRS), 177 Arts Building, 303-556-3450, TTY 303-556-4766, FAX 303-556-2074. I will be happy to provide
approved accommodations, once you provide me with a copy of DRS’s letter.
Learning Objectives:
The educational content objectives of TCED 1111 are that by the end of the semester students will have
1.
2.
3.
Explored the multi-faceted roles of urban high school teachers.
Examined the complex socio-cultural and socio-political contexts of education in the United States and discussed their
impact on urban high schools, diverse student populations and issues of social justice and equity.
Researched and critically analyzed a self-selected current issues in urban high schools
The academic skills objectives of this first year seminar are that by the end of the semester students will have
1.
2.
3.
Developed a Personal Learning Profile & Strategies for Success statement
Enhanced academic skills with an emphasis on writing and critical thinking.
Examined how they best learn and utilized strategies tailored to those learning styles and preferences.
3
4.
5.
6.
7.
8.
Considered future career goals and engaged in goal setting and time management strategies.
Gained effective strategies for reading, researching, and studying.
Developed an awareness of available campus resources that facilitate successful transitions from high school to the
university.
Examined issues of personal wellness and gained effective decision-making skills to maintain personal wellness.
Individually and collaboratively completed course requirements that fostered the development of characteristics essential
for a successful college and future career
Learning Expectations for Students
Learning is an active process that requires commitment, engagement, and perseverance. I believe every student can attain
excellence. Key factors that will contribute to your success include:
1.
Be prepared by having readings completed prior to class and assignments done well
2.
Turn your work in on time as 10% will be deducted from all late assignments
3.
Actively participate in all class activities and discussion—this includes a balance of contributing and listening to others in
the learning community and approaching learning activities with a positive attitude
4.
Ask questions
5.
Remain open-minded
1.
Take responsibility for what you do not understand or for assignments that are not clear to you—ask me to clarify
2.
Let me know if you need assistance that I have not anticipated.
In turn, you may expect that as an instructor I will:
1.
come to class prepared, ready to engage you in meaningful, purposeful learning experiences;
2.
be available to answer questions and help you problem-solve learning challenges you may experience in and out of class;
3.
be enthusiastic about the course content;
4.
model effective teaching strategies;
5.
provide thoughtful feedback on your course assignments;
6.
assess your work fairly;
7.
expect that you can and will succeed in this class;
8.
create an environment that encourages and accepts students where they are, but challenges you to deepen and broaden
your thinking and increase your academic skills; an
Course Requirements
Please see Assignment Packet for details
Academic Skills & College Success
First-Year Seminar Workshops
The First-Year Seminar program, in collaboration with AHEC and UC Denver student service offices, provides a series of out-of-class
workshops to assist student in developing academic skills, career goals, and personal strengths.
The dates and times for the complete list of workshops will be handed out during the first week of class, but include finding a major,
study skills, personal finance, using the library, stress management, sexual assault, etc.
Registration for workshops is often required to ensure limited enrollments that promote active student participation. Workshops
may require completion of a take-home assignment prior to participation. Verification of participation will be supplied for the
student’s grade.
Student Engagement
Student engagement with the campus and the larger downtown community is important to academic success. Engagement
opportunities for students are considerable and include participation in a student club, attending a campus
presentation/symposium, attending a art show or performance, participating in a recreational sport on- or off-campus, visiting your
high school, mentoring/tutoring children, etc. MSCD sporting events may not be included in the list of approved engagement
activities.
Participation does not require clearance with Dr. Bianco or any registration. Verification of participation must be supplied to Dr.
Bianco for the student’s grade.
University of Colorado at Denver:
School of Education and Human Development
Pathways2Teaching with Professor Palomino
Personal Learning Profile (PLP) & Strategies for Success
You will take a variety of learning styles and multiple intelligence inventories online and in class. Given what learn about your
learning style and study strategies, you will: a) analyze your inventory results, b) Identify your learning strengths and weaknesses;
c) Develop a learning / study plan; d) Identify one campus resource that can help you; e) Share your PLP with your Reading
Reflection and Writing Support Group for feedback; f) Reflect on why and how this type of assignment should be used with high
school students; and f) Submit your PLP, success plan and reflection to your instructor.
UC Denver Campus Resource Book of Knowledge (group activity)
Critical to your success in college is your knowledge and awareness of the numerous campus resource offices that are available to
support you. You will be divided into small groups to complete this project. Given a list of various campus resource offices, the
group will divide up the resource list and gather materials and information about each resource for their group. Then, each
individual will bring that information back to the group and share what they discovered. Each individual will end up creating their
own “Book of Knowledge” that they will then have to refer to throughout their time at UCD and also share with high school
students during your visit and panel presentation (see Service Learning assignment).
Advising Sessions
Advising Sessions
Connecting with academic and faculty advisors throughout your time at UCD is critical to your success. Regular meetings with your
advisor can help you avoid spending extra time and money on courses that do not count towards your intended major.
1.
2.
Academic Advisor—If you are planning to pursue teacher education at UC Denver, you need to meet with Stephanie
Hamington in the CLAS Advising Office. E-mail her to make an appointment (stephanie.hamington@ucdenver.edu)
If you are pursuing a different major, you need to meet with the academic or faculty advisor connected to that major. You will
submit copies of advising documents by October 29th.
Several informal meetings will be scheduled before and after class throughout the semester with Dr. Bianco. You do not
need to wait for a scheduled meeting if you have questions or concerns.
Service Learning
College Life and CU Denver Resource Panel Discussion at DPS High Schools
The service learning project specifically designed for this course will take place at two Denver Public High Schools (Montbello HS
and George Washington HS) in partnership with Pathways2Teaching (www.Pathways2Teaching.com ). Pathways2Teaching is a
program specifically designed to encourage high school 11th and 12th grade students to explore teaching as a viable career choice.
The program also supports students in learning about college life and post secondary expectations.
You and your colleagues will meet the instructor at these schools (3 Friday dates to be determined) to participate in a panel
discussion on the realities of college life and the resources available to CU Denver students.
Details of this assignment will be discussed in class and in your Assignment Packet.
Urban Teaching Content
Reading Reflection Log (individual) & Writing Support Group (group)
You will meet regularly with your assigned Reading Reflection and Writing Support Group during the first 10 – 15 minutes of class
each week.
5
Reading Reflection Log: Your reading reflection log provides an opportunity for you to “interact” with your readings every week.
You will be provided with questions to think about as you read your texts. How you respond is up to you – thus giving you an
opportunity to be creative and use your learning strengths. For example, if you discover that you are a visual learner, you can
create concept maps to respond to the reflection prompts (see Assignment Packet for resources and examples).
You will bring your Reading Reflection Log with you to class each week to share with your group and discuss the readings.
Writing Support Group: Your reading reflection group is also your writing support group. You will bring in and share all your written
assignments with your group and engage in peer review and editing.
3 Essays on Selected Topics Related to Urban High Schools (Individual)
You will write 3 essays on various topics related to urban high schools
Each essay must conform to a set of academic standards (see Assignment Packet for topics and more details). Your essays will be
shared with your writing group for peer review and also the Writing Center [http://writingcenter.ucdenver.edu] before your final
paper is submitted to your instructor.
Presentation of Learning on Urban Teaching Content (Group)
You and your Reading Reflection Group will select one topic (from the list provided in your Assignment Packet) to explore in
greater depth. As a group you will read 5-8 articles or book chapters related to your topic, find a poem, song or youtube clip that
responds to this topic and develop a 10-minute multimedia presentation of learning. Your presentations should be engaging and
creative . You will also create a 1 page handout for your peers that includes the resources you used as well as any other important
information related to this topic.
Learning about Culturally Responsive Teaching from Film (Group)
Given a list of movies about urban education and culturally responsive teaching, select one to watch and write a synopsis using the
guiding questions found in your Assignment Packet.
Requirement
Professional Responsibilities:
Attendance, Preparedness,
Punctuality, Active Class Participation
At the end of the semester you will be
asked to complete a self-evaluation of
your professional responsibilities
Total % of Grade
5%
Due Date
On-going throughout semester
Academic Skills & College Success
Personal Learning Profile &
Strategies for Success
You will take a variety of learning
styles and multiple intelligence
inventories online and in class. Given
what you have learned about your
own learning style and study
strategies, you will: a) identify your
learning strengths and weaknesses; b)
Develop learning / study plan, and c)
reflect on why and how this type of
assignment should be used in a high
school classroom.
Advising Sessions
1.
Advising Appointment
with Academic Advisor (if
declared/declaring
education track, meet with
stephanie.hamington@ucde
nver.edu
2.
Informal meeting(s) with
10%
September 9
5%
To Be Assigned
University of Colorado at Denver:
School of Education and Human Development
Pathways2Teaching with Professor Palomino
Requirement
Dr. Bianco
Total % of Grade
Due Date
University Engagement Activities
Round 1:
1.
1 UCD campus activity of
choice (club, play, lecture)
2.
1 FYS Workshop
10%
Round 1: October 7
Round 2:
1.
Urban Scholars for Education
Activity
2.
1 FYS Workshop
UC Denver Campus Resource Book of
Knowledge (group activity)
Round 2: November 18
5%
September 16
Service Learning
Panel Presentation to students at
Montbello High School and
George Washington High School
Interview Project:
Meet with high school juniors and
seniors and participate in a panel
presentation on the realities of
college life and resources at CU
Denver (use your Campus Resource
Book of Knowledge).
10%
October
George Washington High School – Friday in November
Urban Teaching Content
Reading Reflection Log (Individual)
You will meet regularly with a Reading
Reflection and Writing Support
Group during the first 10 – 15 minutes
of class each week.
3 essays on selected topics related to
urban high schools (Individual)
5%
On-going
Bring your Reading Reflection Logs and a draft of any
written assignment to class each week.
25%
Presentation of Learning on Urban
Teaching Content (Group)
Presentation 15%
Essay 1 Due September 30
Essay 2 Due October 21
Essay 3 Due November 18
December 2
Learning about Culturally Responsive
Teaching from Film –
Given a list of movies, select one to
watch and write a synopsis using the
guiding questions (see Assignment
Packet)
10%
October 14
Total
100%
7
Tentative Class Schedule
Please note – The class schedule may change due to guest speaker’s schedule or last minute changes at school sites. You will be given
as much advance notice as possible when a change will occur.
Note: SF = Social Foundations for Becoming a Teaching ; KTS = Keys to Success
Week / Date
Topic / Theme
1
8/25
Introductions
Building a Learning Community
Course and Syllabus Overview
College Success
2
8/31
Why We Teach
Academic Skills &
College Success
KTS
Handouts
Ch 2
Setting the stage –
Watch movie / Teach,
http://teachnow.org/
Group discussion
Ch 3
Ch 4
Handouts
Ch 3
Ch 4
Handouts
Learning to Learn
3
9/7
Diversity in the US and
Multicultural education
Demographics of teachers and
students in today’s schools
Content Readings/
Chapters
* Supplemental readings
TBA
Syllabus, Assignment
Packet
Diversity Matters
4
9/14
Continued…
Diversity in the US and
Multicultural education
Demographics of teachers and
students in today’s schools
Diversity Matters
5
9/21
What is the Achievement Gap?
Critical thinking needed in
urban schools
Ch 4
Ch 1
Handout on Achievement
Gap
6
9/28
Continued..
What is the Achievement Gap?
Ch 4
Ch 1
Handout on Achievement
Gap
Critical thinking needed in
urban schools
*Tentative Date for Montbello
HS Visit
7
10/5
Teachers’ Working Conditions
Ch 2
Handout
Due Date
University of Colorado at Denver:
School of Education and Human Development
Pathways2Teaching with Professor Palomino
Week / Date
Topic / Theme
Academic Skills &
College Success
KTS
Content Readings/
Chapters
* Supplemental readings
TBA
8
10/12
History of Education in the US
Ch 5
Ch 3
Ch 7
Ch 5
Handouts
Reading and Information
Literacy
9
10/19
Social Realities and Today’s
Schools
Memory and Studying
10
10/26
Social Realities and Today’s
Schools continued
*Tentative Date for George
Washington HS Visit
11
11/2
Multicultural / Culturally
responsive curriculum
Test Taking
Ch 8
12
11/9
The Need for Balance in the
World of Teaching
Ch 9
Handouts
Multicultural Lesson Plans
Teaching Tolerance
readings and website
exploration
Other readings TBA
Handouts
Guest Speaker
Wellness
13
11/16
Teacher Leaders and the
Profession of Teaching
Ch 6
14
11/23
Fall Break
15
11/30
Group Presentation of
Learning
16
12/7
Group Presentation of
Learning
9
Due Date
Week / Date
Topic / Theme
17
12/14 [Finals
Week]
Reading Reflection Group Appointments with Dr. Bianco
Academic Skills &
College Success
KTS
Content Readings/
Chapters
* Supplemental readings
TBA
Due Date