EDUC 2120 06D Fall 2013
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EDUC 2120-06D
Exploring Socio-cultural Perspectives on Diversity in Educational Contexts
Semester/Year
Fall 2013
Time/Location
W 5:30 – 8:00 pm/EC4
Instructor
Dr. Hema Ramanathan
Office Location
Education Annexe 222
Office Hours
Tuesday 1:00 – 3:30 pm
Wednesday 1:00 – 3:30 pm
Online Hours
Thursday 6:30 – 8:00 pm
And by appointment
Telephone
Direct Line: 678-839-6058
Department Line: 678-839-5259
Email
hramanat@westga.edu
Online Support
D2L Home Page
https://westga.view.usg.edu/
D2L UWG Online help
http://uwgonline.westga.edu/students.php
D2L 24 hour Help
https://d2lhelp.view.usg.edu/
UWG Distance Learning
http://uwgonline.westga.edu/
Distance Learning Library Services
http://libguides.westga.edu/content.php?pid=194430
Resources for Distance & Off-Campus Students
http://libguides.westga.edu/content.php?pid=194459
Ingram Library Services
http://www.westga.edu/library/
University Bookstore
http://www.bookstore.westga.edu/
EDUC 2120 06D Fall 2013
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COURSE DESCRIPTION
This course is designed to equip future teachers with the fundamental knowledge of
understanding culture and teaching children from diverse backgrounds. A field component
totaling 10 hours is required.
CONCEPTUAL FRAMEWORK
The conceptual framework of the College of Education at UWG forms the basis on which
programs, courses, experiences, and outcomes are created. With the goal of Preparing Exemplary
Practitioners, our programs incorporate ten descriptors (knowledgeable, reflective, inquisitive,
decisive, adaptive, proactive, leading, collaborative, culturally sensitive, empathetic), clustered
into three interrelated and overlapping themes, that demonstrate our commitment to (a)
Professional Excellence;(b) Field-Based Inquiry; and (c) the Betterment of Society. These
themes and descriptors are integral components of the conceptual framework and provide the
basis for developing exemplary practitioners who are prepared to improve schools and
communities. National (INTASC) and state standards also are incorporated as criteria against
which candidates are measured.
The mission of the College of Education is to provide excellence in the initial and advanced
preparation of professionals for a variety of settings, to foster an innovative learning community,
and to empower a faculty committed to teaching and the dissemination of knowledge. This
course’s objectives, activities, and assignments are related directly to the conceptual framework
and national standards, as identified below.
APPROACHES TO INSTRUCTION
The following pedagogical methods you will be drawn upon for this class: interactive
technology, guest speakers, small and large group discussions, extended reading, lecture and
writing.
This course will be delivered approximately 27% online. This requires the online equivalent of
600 minutes of instruction and an additional 1200 minutes of supporting activities.
As such, you will be required to complete the following online activities during this course:
Activity
Discussion posts
Audio/video instruction
Instructional Equivalent
1500 minutes
300 minutes
COURSE OBJECTIVES
Students will:
1.
examine the nature and function of culture (Delpit, 1998; Eaker-Rich & VanGalen, 1996;
Irvine, 1997; Pang, 1998; Smith, 1998; Spring, 2004);
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(Culturally Sensitive, Empathetic, Knowledgeable; INTASC 3, 5, 10)
2.
explore how history and culture shape world views (Cushner, McClelland & Stafford,
2003; Eaker-Rich & VanGalen, 1996; Hale-Baneson, 1986; Kleinfield & Yerian, 1995;
McLaughlin, 1992; Pang, 1998);
(Lifelong Learners, Adaptive, Culturally Sensitive, Empathetic, Knowledgeable,
Reflective; INTASC 1, 3, 5)
3.
examine the development of his/her own cultural identity and learning styles (Bennett,
Bridglall, Cauce, Everson, Gordon, Lee, Mendoza-Denton, Renzulli, & Stewart, 2004;
Bernard, 1996; Diamond & Moore, 1995; Cushner, McClelland & Stafford, 2003;
Haberman, 1995; Hollins, King, & Hayman, 1994; Kleinfield & Yerian, 1995; LadsonBillings, 1994; McLaughlin, 1992; Oakes, 1985; Pang, 1998; Sadker & Sadker, 1994;
Slavin & Bradock, 1994; Spring, 2004; Wainer, 2004, Wood, 2006); (Lifelong Learners,
Adaptive, Culturally Sensitive, Empathetic, Knowledgeable, Reflective; INTASC 1, 3, 5)
4.
develop and apply strategies for observing, analyzing, and comparing differences related to
family structures, socioeconomic status, abilities/disabilities and culture (Au, 1993; Banks
& Banks, 2001; Gollnick & Chinn, 2002; Hernandez, 2001);
(Decision Makers, Leaders, Adaptive, Collaborative, Culturally Sensitive, Empathetic,
Knowledgeable, Proactive; INTASC 3, 9, 10)
5.
articulate strategies for teaching culturally diverse students in the classroom (Au, 1993;
Banks & Banks, 2001; Gollnick & Chinn, 2002; Hernandez, 2001);
(Decision Makers, Leaders, Adaptive, Collaborative, Culturally Sensitive, Empathetic,
Knowledgeable, Proactive; INTASC 1, 2, 3, 4)
6.
identify school practices and policies that perpetuate and maintain achievement gaps,
including negative stereotypes, related to race, class, persons with disabilities, gender,
sexual orientation, and other forms of prejudice and discrimination (Au, 1993; Banks &
Banks, 2001; Campbell, 2000; Gollnick & Chinn, 2002; Hernandez, 2001); (Decision
Makers, Leaders, Adaptive, Collaborative, Culturally Sensitive, Empathetic,
Knowledgeable, Proactive; INTASC 9, 10)
7.
identify educators’ cultural practices and expectations that perpetuate and maintain
achievement gaps (Au, 1993; Bennett, Bridglall, Cauce, Everson, Gordon, Lee, MendozaDenton, Renzulli, & Stewart, 2004; Bernard, 1996; Delpit, 1998; Diamond & Moore, 1995;
Eaker-Rich & VanGalen, 1996; Cushner, McClelland & Stafford, 2003; Hale-Baneson,
1986; Hollins, King & Hayman, 1994; Irvine, 1997; Johnson & Roen, 1989; Kleinfield &
Yerian, 1995; McLaughlin, 1992; Oakes, 1985; Pang, 1998; Purcell-Gates, 1995; Sadker &
Sadker, 1994; Slavin & Bradock, 1994; Tatum, 1997; Wainer, 2004; Wood, 2006);
(Decision Makers, Leaders, Adaptive, Collaborative, Culturally Sensitive, Empathetic,
Knowledgeable, Proactive; INTASC 1, 3, 5)
8.
identify strategies that creatively deal with challenges and differences between the cultures
of educators and students (Au, 1993; Banks & Banks, 2001; Gollnick & Chinn, 2002;
EDUC 2120 06D Fall 2013
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Hernandez, 2001); and (Decision Makers, Leaders, Adaptive, Collaborative, Culturally
Sensitive, Empathetic, Knowledgeable, Proactive; INTASC 1, 3, 5)
9.
identify assets and values of diverse populations to bring student learning to higher levels
(Au, 1993; Bennett, Bridglall, Cauce, Everson, Gordon, Lee, Mendoza-Denton, Renzulli, &
Stewart, 2004; Bernard, 1996; Delpit, 1998; Diamond & Moore, 1995; Eaker-Rich &
VanGalen, 1996; Cushner, McClelland & Stafford, 2003; Hale-Baneson, 1986; Hollins,
King & Hayman, 1994; Irvine, 1997; Johnson & Roen, 1989; Kleinfield & Yerian, 1995;
McLaughlin, 1992; Oakes, 1985; Pang, 1998; Purcell-Gates, 1995; Sadker & Sadker, 1994;
Slavin & Bradock, 1994; Tatum, 1997; Wainer, 2004; Wood, 2006). (Decision Makers,
Leaders, Adaptive, Collaborative, Culturally Sensitive, Empathetic, Knowledgeable,
Proactive; INTASC 1, 2, 7)
TEXTS, READINGS, INSTRUCTIONAL RESOURCES, AND REFERENCES
Required Text(s)
None.
References
Au, K. H. (1993). Literacy instruction in multicultural settings. New York: Harcourt Brace.
Banks, J., & Banks, C. A. M. (2001). Multicultural education: Issues and perspectives (4th ed.).
New York: John Wiley.
Bennett, A., Bridglall, B. L., Cauce, A. M., Everson, H. T., Gordon, E. W., Lee, C. D., MendozaDenton, R., Renzulli, J. S., & Stewart, J. K. (2004). All students reaching the top:
Strategies for closing academic achievement gaps. A Report of the National Study Group
for the Affirmative Development of Academic Ability. Naperville, IL: North Central
Regional Educational Laboratory.
Blumenfeld, W. J., Joshi, K. Y. and Fairchild, E. E. (2008). Investigating Christian privilege and
religious oppression in the United States. Sense Publishers
Campbell, D. E. (2000). Choosing democracy: A practical guide to multicultural education.
Columbus, OH: Merrill/ Prentice Hall.
Cary, S. (2007). Working with second language learners: Answers to teachers’ top ten questions,
2nd edition. Portsmouth, NH: Heinemann
Cushner, K., McClelland, A., & Safford, P. (2003). Human diversity in education: An integrative
approach. New York: McGraw-Hill.
Delpit, L. (1998). The silenced dialogue: Power and pedagogy in educating other people’s
children. Harvard Educational Review, 58, 280-298.
Diamond, B., & Moore, M. (1995). Multicultural literacy: Mirroring the reality of the
classroom. New York: Longman.
Eaker-Rich, D., & Van Galen, J. (Ed.). (1996). Caring in an unjust world: Negotiating borders
and barriers in school. Albany: State University of New York Press.
Haberman, M. (1995). Star teachers for children of poverty. West Lafayette, IN: Kappa Delta Pi.
Hale-Baneson, J. (1986). Black children: Their roots, culture, and learning (Rev. ed.).
Baltimore: John Hopkins University Press.
Hernandez, H. (2001). Multicultural education: A teacher's guide to linking context, process,
and content. Columbus, OH: Merrill/Prentice Hall.
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Irvine, J. J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York:
Teachers College Press.
Irvine, J. J. (Ed.). (1997). Critical knowledge for diverse teachers and learners. Washington,
D.C.: AACTE.
Kleinfield, J., & Yerian, S. (Eds.). (1995). Gender tales: Tensions in the schools. New York: St.
Martins Press.
Ladson-Billings, G. (1994). Dreamkeepers: Successful teachers of African American children.
San Francisco, CA: Jossey-Bass.
Lindsey, D. (2008). Child poverty and inequality: Securing a better future for America's
children. Oxford University Press
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale
University Press.
Purcell-Gates, V. (1995). Other people’s words: The cycle of low literacy. Cambridge, MA:
Cambridge University Press.
Sadker, M., & Sadker, D. (1994). Failing at fairness: How our schools cheat girls. New York:
Simon & Schuster.
Slavin, R. E., & Bradock, J., III., (1994). Ability grouping: On the wrong track. In J. I. Goodlad
& P. Keating (Eds.), Access to knowledge: The continuing agenda for our nation’s schools.
New York: College Entrance Examination Board.
Sleeter, C. E., & Grant, C. A. (1999). Making choice for multicultural education: Five
approaches to race, class, and gender. Columbus, OH: Merrill/Prentice Hall.
Smith, G. P. (1998). Common sense about uncommon knowledge: The knowledge bases for
diversity. Washington, DC: AACTE.
Spring, J. (2004). The intersection of cultures. New York: McGraw Hill.
Suarez-Orozco, C. and Suarez-Orozco, M. M. (2002). Children of immigration. Cambridge,
Mass: Harvard University Press.
Tatum, B. D. (1997). Why are all the Black kids sitting together in the cafeteria? And other
conversations about race. New York: Basic Books.
Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent
approach. Albany: State University of New York.
Wainer, A. (2004). The new Latino south: Strategies for educators and policy makers in
emerging immigrant communities. Los Angeles: The Tomas Rivera Policy Institute.
Wood, J. W. (2006). Teaching students in inclusive settings (5th ed.). Columbus, OH:
Merrill/Prentice Hall.
Zinn, H. (2001). A people’s history of the United States: 1492-present (1st ed.). New York, NY:
Harper Collins.
ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING
Assignment 1: Role of Resource Person (2x10)
 Sign up for two sessions.
 Purpose: To provide one article to your group, in addition to the readings provided by
the instructor.
 The article should be on the topic of the week as listed in the syllabus.
 It should be published after 2008, not more than five years old.
 This article should be from an academic journal found on the Ingram library website.
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It may not be from a popular magazine or a newspaper.
 Provide the following details of the article using this format:
Author name. (Date). Title of article, Journal name, volume, issue. Provide the link to the
article.
 You may not re-post the entire article since that is illegal.
 Due date: Monday of the week of the class.
 If as a reader the link does not work for you, use the bibliographical details to search
for the article on the library website.
Assignment 2: Cultural Autobiography (50 pts.)
Your cultural autobiography should be a two to three page paper that shares information about
your heritage, your values and beliefs, your interactions with others who are not like you (in
terms of race, ethnicity, socioeconomic status, abilities, sexuality, language, or religion). Think
about such things as how your family celebrates important occasions, what activities are valued,
what is important to you, what you think of when you think of ‘home’ (such as barbequing
together, Sunday dinner, listening to someone sing a certain song, smelling a certain aroma). I
want to know about you and your cultural background. Culture includes language, beliefs,
values, family stories, how you were taught to live your life, how you were socialized, what you
were taught is ‘right’. You do not have to share any information that you do not want made
public. Post your cultural autobiography online in the Dropbox. (Course Objectives 1 and 3)
Assignment 3: Stereotypes in the Media (100) points)
1 Purpose: To document how various stereotypes are evident or unfairly represent (or
misrepresent) individuals or groups in various media formats.
2 Artifacts: Collect a minimum of 10 different examples of how cultural attributes are
miscommunicated or unfairly represented. Search out artifacts in which such
misrepresentation is not obvious but is implied or is covert or is assumed.
3 At least 6 different groups must be represented in your artifacts. No group can be featured
in more than two artifacts. So pick your artifacts carefully to demonstrate the stereotype
you think is most unfair to the group.
4 Use examples from popular media such as TV, newspapers and magazines. You may also
use song lyrics, video games, internet material, greeting cards, match covers, classroom
resources, activities and incentives for students, etc.
5 Use a camera to photograph billboards, displays etc. Radio and TV material may be
included as excerpts with appropriate references of date, title of program and time of
airing. Scan articles neatly.
6 Captions for each slide: Explain in no more than 50 words what misrepresentations or
stereotypes you see in each artifact.



State the group that is being stereotyped (e.g. Asian Americans);
State what aspect is being stereotyped (e.g. All Asian Americans are said to be clever,
intelligent and successful).
Refuting the Stereotype: Explain briefly why you think the stereotype is not
appropriate. (Your opinion that this is not correct or fair carries no weight!) Quote
facts, statistics and sources where possible to support your contention (e.g. Of
Cambodians, Hmong, and Laotians, 22% live in poverty and 10% receive public
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assistance, the highest of any group, including Native Americans - http://www.asiannation.org/demographics.shtml).
7 The PowerPoint must be submitted on CourseDen in the appropriate Week in the forum
Stereotypes-Artifacts. The subject line should read <Your Name>. If your file happens to
be too large and will not upload easily, zip the file to decrease its size. Please note that
this will be part of your Readings for the week.
8 You will need to read all the submissions of your group members.
9 Post three responses in the forum Stereotypes-Postings. Mention the group members by
name when you comment on their artifacts.
10 Each response must be substantive in thought and content, and about 150 – 200 words.
Comment on what you have learnt from your group members’ artifacts. For example,
suggest facts that refute the stereotype presented; point out another stereotype suggested
by an artifact that has not highlighted. (Responses of I really liked your artifacts do not
count.)
(Course Objectives 1-4)
Assignment 4: Online Discussion (9x30 pts.)
 By Week 2, you will be assigned to a group of 6-8 members.
Task 2: Reading Articles
1. By Monday of each week you will read all the presentation material for the week
found in the forum titled Readings and the assigned chapters.
2. You will submit a minimum of three postings for each online session as detailed
below.
Task 2: Initial Posting
3. Make a contribution to this dialogue by posting your own comments on and
reactions to the assigned readings on the Discussion Board in the appropriate
week's forum. This posting should indicate what you learned from the readings,
and how you think this information will help you become a better teacher.
4. Please indicate postings with <Initial Posting-Your Name> in the Subject line for
easy identification.
5. The initial postings may be about 200-250 words and should be posted by
Wednesday 8:00 pm.
6. Remember that without your posts, your group members will not have anything to
respond to. What you do affects the others and their grade. Be responsible, be
considerate.
Task 3: Follow up Postings
7. Between Wednesday and Friday of the week, read the initial postings of all the
members of your group. You must respond thoughtfully and constructively to at
least two of these initial posts in two separate postings. (Comments such as Good
job! and Nice work! do not count!). You may respond as a Reply to the initial
posting or post it separately with <Response to XXX> in the Subject line for easy
identification.
8. The follow up postings will vary in length averaging about 150 words each and
must be posted by Saturday 5:00 pm.
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Check the Calendar on D2L for deadlines to help you stay on track.
Notes:
1. This is professional work. Please spell check your work posting it.
2. Participating in an online class requires you to have the same attitudes and values to
learning and your peers that an f2f setting does. In an f2f class, you would be expected to
speak up, listen to what others have something to say, and respond to their comments
both verbally and non-verbally.
3. In this online class, this takes the form of posting an initial posting; reading everyone's
posting, and responding to them to continue the conversation. Since body-language is
necessarily absent, frequent posting of a shorter length can serve that purpose (though
these will not be graded). So please ensure that you read all postings by the end of the
week; respond to the postings; and make everyone feel they have been heard and
responded to.
(Course Objectives 1-9)
Assignment 5: Field Placement Project (100 pts.)
Option A: Teachers in India
Ten hours of outreach are required for the completion of this course. Calorx Teachers University
(CTU) is in Ahmedabad, India, and the students, who like you are being educated to be teachers,
are from a very low socio-economic status. You will interact with the students from CTU on emails, skype and other distance education means.
Purpose:
The purpose is for you to better understand how prospective teachers from India, especially from
a disadvantaged community, view diversity in their lives and in India, how these views have
affected their lives as students and as people, and will influence their work as teachers and as
students.
Process:
 You will be paired with one or two students from CTU.
 For a period of 5 weeks between September and November), you will write 2 e-mails a
week, one originating from you, another as a response to the e-mail from your partner at
CTU. Each e-mail should be about 100 – 150 words in length and the content should
relate to an aspect of diversity (ethnicity, gender, socio-economic status, etc.). You may
explain the US perspective on each aspect and ask specific questions about the Indian
context.
 You will Skype with them at least once in the course of this interaction.
Paper:
Your final submission for this project will consist of the following:
 A compilation of the e-mail exchanges datewise from the earliest to the latest.
 A 100 word summary of the Skype session.
 A 500-word analysis of your learning from and response to the project.
(Course Objectives 1, 2, 3, 7 & 9)
Option B:
Ten hours of outreach are required for the completion of this course. For this assignment, you
will engage in an activity that exposes you to some aspect of diversity with which you are not
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familiar, and in which you observe children. All learning is risk-taking. So be adventurous, be
brave.
1. Seek out an entirely new environment. Sample activities are: attending a Native
American powwow, visiting a nursing home, volunteering at a soup kitchen or homeless
shelter, tutoring in an after school program, volunteering at the Boys/Girls Club or
YMCA, helping with a scout meeting, attending a cultural festival, attending a religious
service of a church with which you are not familiar, hanging out at a gay bar.
As you engage in the activity, think about these questions:
 What have I learned about diversity?
 What does this mean to me as a future teacher?
 How will this information help me meet my students’ needs?
 What does this mean for me in planning my curriculum?
 How does what you learned relate to your own experience?
 What should others know about the topic?
2. Write a 350-word/one-page reflection, sharing your experience of engaging in this
activity and what you learned about diversity. Use the following section headings in your
paper:
 Summary of the activity
 What I learned
 How this learning will help me meet the individual needs of students.
(Course Objectives 5, 6, 8, and 9)
Assignment 6: A Day Without English (60 pts.)
The purpose of this is to understand being the “other.” Instructions will be in due course (Course
Objectives 1, 3 & 4-9)
Assignment 7: Final Exam (50 pts.)
Your final exam is a one-page paper on you as a life-long learner. More specific instructions will
be posted two weeks before the assignment is due.
Note:



All assignments that are to be graded should be posted on CourseDen in the appropriate
forum, which the titles will make clear.
A University of West Georgia graduate should be able to demonstrate the ability to
interpret and integrate information and the ability to express thoughts coherently in oral
and in written form. This is especially true for educators. Therefore, all work and
postings should be proofread for standard English grammar, spelling, capitalization,
punctuation, and proper citations according to APA (6th) guidelines (not MLA). Written
work must be completed in a typed, double-space format, with Times/Times New Roman
font, size 12, and 1-inch margins on all sides unless otherwise indicated. Assignments
will be lowered by 50% if the aforementioned are not followed.
Late work will not be accepted and will result in a grade of a zero for the assignment.
Evaluation Procedures
EDUC 2120 06D Fall 2013
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Assignment
Resource Person
Cultural Autobiography
Stereotypes in the Media
Online Discussion (9x30)
Points
20
50
100
270
Assessment Tools
Numeric
Rubric
Rubric
Rubric
Field Experience Project
A Day Without English
Final Exam
Total
100
60
50
Rubric
Rubric
Rubric
Due Dates
Weeks signed up for
Sept. 4
October 9
Sept.4,18, 25, Oct.9, 23, 30
& Nov. 13, 20 and Dec. 4
Nov. 20
December 4
Dec. 11
Grading
A = 650 to 585 points
B = 584 to 520 points
C = 519 to 455 points
D = 454 to 390 points
F = 389 and below
CLASS, DEPARTMENT, AND UNIVERSITY POLICIES
CLASS, DEPARTMENT, AND UNIVERSITY POLICIES
Please carefully review the information at Common Language for Course Syllabi at
http://www.westga.edu/assetsDept/vpaa/Common_Language_for_Course_Syllabi.pdf.
It
contains important information related to your rights and responsibilities in this class. Because
these statements are updated as federal, state, university, and accreditation standards change, you
should review the information each semester. In addition to the above information the following
policies apply to this course.
Original Work: Assignments completed for another class, including field observation hours, may
not be used to fulfill the requirements for this class. All work completed in this course must be
original work developed during this semester.
Attendance: Your attendance is required for this class to be a successful learning experience.
Extra Credit: There are no extra credit opportunities in this class.
Late Work: Late work will not be accepted. Note the due date and time the work is due for each
assignment. All assignments will be submitted through CourseDen. The window for submission
automatically closes at the assigned hour.
Professional Conduct: This course addresses issues of diversity, which requires that we all
remember to gauge our language and responses to ensure that we are properly respectful of each
other.
EDUC 2120 06D Fall 2013
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Student Email Policy: University of West Georgia students in partial online courses are provided
with Course Den email. This will be the official means of communication between the
University and student for this course. It is the student’s responsibility to check this email
account for important course related information. Our primary means of communication will be
through CourseDen.
If you fail an EDUC course, you cannot retake the course from the same instructor. You must
repeat the course with a different instructor, according to EDUC policy. If you want to retake a
course to improve your grade, you must gain the permission of the instructor first. Many
instructors will want you to repeat the course with a different instructor.
Because field observation is a certification requirement rather than a course assignment, failure
to provide documentation that 10 hours of field observation have been completed will result in a
grade of F for the course.
CLASS OUTLINE
Date
Aug. 28
Sept. 4 (Online)
Sept. 11
Sept. 18 (Online)
Assignments due
Sept. 25 (Online)
Oct. 2
Class Activities/Topics
Identity Building
School Climate
Race and Ethnicity
Asian Americans & Native
Americans
African Americans
Latino/a
Oct. 9 (Online)
Oct. 16
Oct. 23 (Online)
Oct. 30 (Online)
Nov. 6
Nov. 13 (Online)
Nov. 20 (Online)
Nov. 27
Stereotypes
Gender
Socio-economic status
Exceptionality
Sexual orientation
Religion
Language
Thanksgiving Break – No Class
Stereotypes in the Media
Dec. 4 (Online)
Dec. 11
Teachers and Advocacy
A Day Without English
Final Exam
Cultural Autobiography
Field Placement Project