AFRICAN CHILDREN IN PORTLAND
UNST 421-519
CRN #64093
SPRING 2014
CLASS MEETINGS: M 10:15-12:35
JENNA PADBURY MA
EMAIL: padburyj@pdx.edu
PHONE: 971-303-8694
Note: I typically check email in the morning sometime before 11:00 am and late afternoon. I often
respond to phone calls the same day and might take until 8:00 pm or so to do so. Please avoid texting. If
you do text if the answer is more than yes/no expect a phone call or email in response. You are welcome
to call when you need to. I turn off my ringer when I am not available. I prefer a detailed voicemail that
includes any times you know you will not be available to talk if we need to have a conversation. Please be
mindful—look at assignments in advance. When contacting me about assignments plan for a 24-hour
response time and do not anticipate a response over the weekend.
Office Hours: I am not available immediately before or immediately after class on Mondays. I anticipate
being on campus Monday-Thursday. 12:30-1:30 Tu, Wed., Thurs. are likely the easiest times to meet face
to face. We can arrange a phone appointment as well.
COMMUNITY PARTNERS:
KATERI PARK APARTMENTS:
Elisabeth Gern (971-344-8954); egern@catholiccharitiesoregon.org
GROUT ELEMENTARY:
Susan McIlroy (503-916-6209); smcelroy@pps.k12.or.us
COURSE DESCRIPTION:
This capstone offers PSU students training and experience in cross-cultural communication and refugee
assistance through tutoring and mentoring K-8th grade children in Portland Public schools. Through this
experience PSU students will learn about immigration, refugee resettlement, African children, and the
educational obstacles that English learners face. This course is taught in a hybrid format involving weekly
use of PSU’s online platform, Desire to Learn.
COURSE OBJECTIVES:
1) Students will be able to communicate effectively in a cross-cultural setting
(UNST Goals: Communication, Variety of Human Experiences)
2) Students will present their ideas effectively in writing and class discussion
(UNST Goals: Communication, Critical Thinking)
3) Students will assess issues that affect culturally diverse populations and develop constructive
approaches to working with cultural difference
(UNST Goals: Variety of Human Experiences, Critical Thinking)
4) Students will understand their role and responsibility in issues that affect refugee populations
(UNST Goal: Social and Ethical Responsibility)
INSTRUCTIONAL METHODS:
The goal of our time together will be to facilitate collaborative inquiry, reflection, and reasoning
consistent with the UNST goal of critical thinking and the skills employers expect for the 21st Century
workplace. The traditional lecture format will be limited. Often our class will proceed from your
reflection on your community experience and course materials in addition to small group response to an
initial question. For those well adapted to the traditional lecture format this can be disconcerting and even
lead to questions about what one is learning since one is not being tested on lecture material. Please be
patient with this discomfort and come to class prepared for vigorous engagement.
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INSTRUCTOR’S RESPONSIBILITY:
-Develop course materials and stimulate reflection to help students meet personal learning goals as well as
course objectives.
-Communicate with the community partners to ensure an optimal learning experience for students.
-Develop a system of assessment that will ensure students’ accountability to each other, the university,
and the community partners for meeting course objectives.
-Ensure that capstone collaboration serves the needs of the community partners and the children they are
supporting.
-Create a classroom environment of open inquiry and mutual learning where all views and experiences are
treated with respect.
COMMUNITY PARTNER’S RESPONSIBILITY:
-Provide a meaningful opportunity for students to meet UNST goals and course objectives.
-Co-ordinate, monitor, and assist students to facilitate a productive tutoring experience.
-Communicate regularly with capstone instructor to ensure that the service experience is productive and to
provide fair feedback for grading purposes.
STUDENTS’ RESPONSIBILITY:
-Complete all course assignments and actively engage in classroom and online discussions.
-Abide by the volunteer policies of Grout Elementary and Catholic Charities
-Maintain contact with the instructor through weekly notes on their tutoring sessions.
-Actively participate in the course through regular interaction with Desire to Learn (D2L) site.
-In the event of illness or emergency notify instructor, reschedule tutoring time and work with classmates
to obtain the necessary information shared in class.
Written assignments and web tutor notes are subject to review by the community partners unless the
individual student requests private communication.
Students shall inform instructor and community partner immediately of any circumstances that may affect
their completion of the responsibilities associated with the class. If these circumstances are not discussed
in a timely manner the student assumes the responsibility for full completion of all assignments at the
specified date.
Students who request accommodation because of a disability may register with the disabilities office at
PSU and relay the proper authorization from the office to the instructor so that accommodations can be
made.
In order to maintain a productive atmosphere in the PSU classroom and during tutoring sessions:
-On-time arrivals and departures are necessary and will be reflected in the grade.
-Presence and Participation matter.
 Use courtesy and discretion with electronic devices (laptop computers, cell phones). They are
appropriate only for class purposes or emergency.
 Place your full attention on the person speaking or the student you are tutoring.
-Engage in civil and respectful discourse, and call our attention if this is not occurring.
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ASSIGNMENTS:
-Course reading materials
-Attendance and participation in classroom activities
-One type written, double-spaced, maximum 5 page critical reflection turned in via D2L
-Participation in tutoring, including weekly tutor notes (about 4 hours/week)*
-Participation in weekly online postings in response to the course reading*
-One precis turned in via D2L
-Three brief summaries of cultural orientations turned in via D2L
ASSIGNED READINGS:
Strength in What Remains, 2009 Tracy Kidder
City Kids/City Schools: More Reports from the Front Row, 2008 ed. William Ayers (selections)
Capstone Handbook—available through instructor
-Electronic copies on D2L:
“21st Century Schools”
Cultural orientations from cal.org/co/publications (Somali’s, Somali Bantu,
Muslims)
Somali Youth Report
“10 Things Mainstream Teachers Can Do Today”
“Tutoring Tips”
“What Makes a Good Teacher?”
GRADING:
-Participation in tutoring (40 pts.)
-One precis, one critical reflection, three cultural orientation summaries (15 pts.)
-Participation in weekly “Teaching and Learning” discussions on D2L (15pts.)
-Tutor Notes and Responses (12 pts.)
-Class attendance and participation (15 pts.)
-Final in-person reflection with instructor (3 pts.)
At the end of the course each student will construct a self-evaluation of the above elements utilizing the
attached rubric. This will be reviewed with the instructor for accuracy and honesty.
TUTOR NOTES:
Tutor notes on D2L are an essential means of monitoring and documenting your work with the children
as well as providing feedback. They must be completed on a weekly basis in the format described in the
weekly tutoring prompt. Unless there is a specific prompt for the tutor notes you should include the
following:
-Name of the child/children you worked with and their grade
-Summary of your tutoring activities for the week
-Assessment of the results your support had for each child with whom you worked
-What you learned from your tutoring activities and what you want to improve/continue for next time
Tutor notes are due no later than midnight on Friday and responses are due no later than midnight on
Sunday. If there was an emergency that precluded your participation you must note this in the tutor notes
and still respond to other tutors’ postings. Missed tutoring sessions must be made up by finals week.
Padbury Spring 2014
ONLINE TEACHING AND LEARNING DISCUSSIONS:
Learning from the two main texts will be assessed and shared through weekly posting and discussion on
the D2L site. Students are responsible for keeping current with the course reading, posting insights on
D2L, and responding to the postings of other students. Postings will be due no later than midnight on
Fridays the week that the assignment is due and responses to classmates’ postings will be due no later
than midnight on Sunday.
For Teaching and Learning discussions each week:
-Describe one idea or quote you would like to remember from this article and why you chose it
-Cite areas of agreement or disagreement with the article
-Discuss how this relates to our community work
-Respond to the posting of another student(s)
PROJECTED COURSE SCHEDULE
3/31-6/6
Week I
3/31/14
Introduction and Orientation to Course
Video: “The Danger of the Single Story” (TED Talks)
Teaching and Learning: Online Discussion
Read: “21st Century Schools” (REMINDER: Due by Friday and Sunday)
Week II
4/7/14
10:30-12:00 ORIENTATION AT GROUT ELEMENTARY OR KATERI PARK
APARTMENTS
Due by end of day: Critical Reflection: Grounding (via D2L);
Read “Capstone Handbook”;
Complete profile for D2L including photo
Teaching and Learning: Online Discussion
Read: “Nice White Teacher Lady” (Ayers Introduction);
“What Makes a Great Teacher?” (D2L)
Tutor Notes & Discussion
Week III
4/14/14
What Are Current Patterns of Immigration? What is the
Difference Between An Immigrant and a Refugee?
Activities:
Knowing and Sharing our own story
Questions and Answers about Immigration;
Information about Refugees
Teaching and Learning: Online Discussion
Read: “Building Community from Chaos” City Kids, City Schools p. 60-73
Tutor Notes & Discussion
Week IV
4/21/14
How Can Schools Support Immigrant Children?
Activities:
Discussion of the academic potential of immigrant youth and
how to build English fluency.
Powerpoint: “ELL Proficiency Levels”
READ in advance: “10 Things Mainstream Teachers Can Do Today” (D2L);
“25 Tips for Tutors” (D2L)
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Padbury Spring 2014
Teaching and Learning: Online Discussion
Read: “Education and the New Urban Workforce in a Global City”
City Kids, City Schools, p. 273-286
Tutor Notes & Discussion
Week V
4/28/14
Starting Time: 10AM
Activities: Check-in with Community Partners
Read in advance: “Somali Youth Report (D2L)
DUE: Precis: Somali Youth Report (Due on D2L by beginning of class)
Teaching and Learning: Online Discussion
READ: “Lessons from Teachers”: City Kids, City Schools, p.113-135
Tutor Notes & Discussion
Week VI
5/5/14
Why Are There Refugees From Somalia?
What is the Current Situation in Somalia?
Activities: Discussion of Cultural Orientation
Read in Advance: “The Somalis” (D2L)
DUE: Cultural Orientation Summary: Somalia (Due on D2L by beginning of class)
Teaching and Learning: Online Discussion
“NCLB’s Selective Vision of Equality” City Kids, City Schools p.219-226
Tutor Notes & Discussion
Week VII
5/12/14
Who Are the Bantu and Why Are They Fleeing Somalia?
Read in Advance: Bantu Cultural Orientation (D2L)
VIDEO: “Rain in a Dry Land”
DUE: Cultural Orientation Summary: Bantu (Due on D2L by beginning of class)
Teaching and Learning: Online Discussion
Option 1: “What Teachers Need to Know About Poverty”:
City Kids, City Schools p. 184-194
Option 2: “Desde Entonces, Soy Chicana: A Mexican Immigrant
Student Resists Subtractive Schooling”:
City Kids, City Schools p. 178-183
Tutor Notes & Discussion
Week VIII
5/19/14
What Are Unique Issues of Muslim Immigrants and How Can I Help?
Video: “A Land Called Paradise”; “Inside Mecca”
Audio: “Who Speaks for Islam?”
Read in Advance: Muslim Families Cultural Orientation
DUE: Cultural Orientation Summary: Muslim Immigrant Families (Due on D2L by
beginning of class)
Teaching and Learning: Online Discussion
Read: Strength in What Remains, pt. 1
Tutor Notes & Discussion
Week IX
NO CLASS MEMORIAL DAY
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5/26/14
Teaching and Learning: Online Discussion
Read: Strength in What Remains, pt. 2
Tutor Notes & Discussion
Week X
6/2/14
Healing for Refugees
Video: “God Grew Tired of Us”
Activity: Grading Self-Assessment
Due by Thursday 6/6/14: Final In-person Reflection with Jenna
Finals Week: Nothing Scheduled
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ASSIGNMENT DETAILS
DUE By Beginning of Class Week 2
CRITICAL REFLECTION—Grounding Yourself in the Course
Step 1: Probably a minimum of 30-45 minutes for this step.
Prepare for writing a critical reflection by thinking or jotting ideas about the following:
Recall your own earlier school and learning experiences. Highlights, low moments,
challenges that stick-out in your memory. What messages, ideas, and beliefs do you have
about school and schooling? Who are you? From where do you come? What makes
you…you?
Recall your PSU learning experiences up until this course. What is your major? Review the
UNST cluster courses you’ve taken. What topics did they cover? (Seriously…stop, pause,
and review these!) What skills, ideas, and knowledge do you have now that you didn’t
have at the beginning of the time of your undergrad experience?
Review the syllabus for this course. Look over the texts, the goals, objectives, handbook
and assignments. What is interesting you in this capstone? What questions and/or
challenges are coming to mind and heart—about the topics, about logistics, about
assignments, about community service-learning?
What experiences have you had that might positively impact your participation in this
course overall and specifically your service-learning? What personal strengths or life
experiences do you bring to this capstone and how might they benefit you and/or your
classmates and/or your community service partner?
Step 2: Written Critical Reflection—maximum of 3 pages—fewer is quite acceptable.
Write a thoughtful and compelling essay or poem that incorporates relevant thoughts, feelings, and
experiences that were elicited during Step 1. If you choose to write poetry please write a brief
explanation (e.g. symbolism used, reason behind specific word choice) OR request a short meeting
with me on the day it is due to briefly discuss it. The written reflection should not attempt to
incorporate every prompting question listed in Step 1. Rather, use the prompts from Step 1 to
recognize important themes, key ideas and noteworthy experiences. Present and explore these
as they relate or might relate to your upcoming experience of this course.
Padbury Spring 2014
PRECIS FORMAT (one page)
Name:
Title:
Summary (one paragraph):
Date:
Key quote:
Why I chose this quote:
Personal response to the material (agreement/disagreement/insights/relevance to this course/relevance to
other areas of your life):
Questions I want to explore:
CULTURAL ORIENTATION SUMMARY (ONE PAGE)
Name:
Title:
Summary (5-6 Most Important Issues Addressed)
Date:
Key Quote:
Why I chose this quote:
Personal response to the material (agreement/disagreement/insights/relevance to this course/relevance to
other areas of your life):
Questions or issues I want to explore further:
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GRADING RUBRICS
TUTORING:
40
ALWAYS
Attends tutoring sessions on time; absent only in emergency with notice and
reschedules
Active and engaged with students, identifying academic issues and offering
effective assistance
Follows volunteer policies; accepts guidance and makes appropriate
adjustments;
Communicates with teachers and staff appropriately
30
USUALLY
Attends tutoring sessions on time; absent only in emergency with notice and
reschedules
Active and engaged with students, identifying academic issues and offering
effective assistance
Follows volunteer policies; accepts guidance and makes appropriate
adjustments;
Communicates with teachers and staff appropriately
20
SOMETIMES
Attends tutoring sessions on time; absent only in emergency with notice and
reschedules
Active and engaged with students, identifying academic issues and offering
effective assistance
Follows volunteer policies; accepts guidance and makes appropriate
adjustments;
Communicates with teachers and staff appropriately
10
RARELY
Attends tutoring sessions on time; absent only in emergency with notice and
reschedules
Active and engaged with students, identifying academic issues and offering
effective assistance
Follows volunteer policies; accepts guidance and makes appropriate
adjustments;
Communicates with teachers and staff appropriately
TUTOR NOTES:
15
ALWAYS
On time with all notes
Deep and thoughtful response to prompts, thorough reporting of tutoring activity
Thoughtful and helpful responses to peers
12
USUALLY
On time with all notes
Deep and thoughtful response to prompts, thorough reporting of tutoring activity
Thoughtful and helpful responses to peers
9
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8
SOMETIMES
On time with all notes
Deep and thoughtful response to prompts, thorough reporting of tutoring activity
Thoughtful and helpful responses to peers
4
RARELY
On time with all notes
Deep and thoughtful response to prompts, thorough reporting of tutoring activity
Thoughtful and helpful responses to peers
ONLINE DISCUSSIONS OF TEACHING AND LEARNING:
15
ALWAYS
On time with postings
Deep and thoughtful response to prompts, thorough reporting of tutoring activity
Thoughtful and helpful responses to peers
12
USUALLY
On time with all postings
Deep and thoughtful response to prompts, thorough reporting of tutoring activity
Thoughtful and helpful responses to peers
8
SOMETIMES
On time with all postings
Deep and thoughtful response to prompts, thorough reporting of tutoring activity
Thoughtful and helpful responses to peers
4
RARELY
On time with all postings
Deep and thoughtful response to prompts, thorough reporting of tutoring activity
Thoughtful and helpful responses to peers
REFLECTION, PRECIS, AND CULTURAL ORIENTATION SUMMARIES
15
ALWAYS
On time
Extensive,
Thoughtful
Organized
12
One missing/late assignment OR USUALLY (If it is both—look at the descriptions below)
On time
Extensive
Thoughtful
Organized
8
More than one missing/late assignment OR SOMETIMES
On time
Extensive
Thoughtful
Organized
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4
Numerous missing/late assignments OR RARELY
On time
Extensive
Thoughtful
Organized
CLASS PARTICIPATION:
15
ALWAYS
On time, absences (emergency only)
On task and contributing to class discussion
Respectful of teacher and other students
12
USUALLY (9 weeks)
On time, minimal absences (emergency only)
On task and contributing to class discussion
Respectful of teacher and other students
8
SOMETIMES (7 or fewer weeks)
On time, minimal absences (emergency only)
On task and contributing to class discussion
Respectful of teacher and other students
4
RARELY (5 or fewer weeks)
On time, minimal absences (emergency only)
On task and contributing to class discussion
Respectful of teacher and other students