EDFN 109: Schooling in Chicago: Communities, Public Education and
Change
First Year Experience Colloquium
Northeastern Illinois University
Fall 2013
Tuesday and Thursday 1:40 – 2:55 pm
Lech Welasa Hall Rm. 3044
_________________
Instructor: Jason Michael Lukasik, PhD
Office: LWH 4051
Phone: 773-442-5518
j-lukasik@neiu.edu
Office Hours: M 1:30-3:00
R 12:00-1:30
or by appointment
Peer Mentor: Nergal Malham
4th Floor Library
773-724-1549
n-malham1@neiu.edu
M, W 10:00-10:50, 2:00-4:00
T, R 11:00 – 12:00
F
12:00 - 2:00
FYE COLLOQUIUM CONCEPTUAL FRAMEWORK
The FYE Colloquium provides an opportunity for freshmen to actively engage in Northeastern Illinois University’s
unique makeup as a diverse, urban campus and community. The core theme, “Diversity in Chicago”, is explored
through the lenses of different disciplines as they apply to the deeper understanding of Chicago as an environment
for discovery and learning. The focus on students’ preparation for general academic expectations accompanied by
some type of discipline-specific field experience (e.g. research component, service learning) situates the course as a
bridge to the university experience and higher education, as well as a matrix for future development and active
participation in society.
REQUIRED TEXTS
Nist-Olejnik, S. L. & Holschuh, J. P. (2010). College Success Strategies (Northeastern Illinois University edition).
New York: Pearson.
Additional Readings on Blackboard in Weekly Units section (see course outline/schedule)
COURSE PURPOSE/OBJECTIVES
This course analyzes education in and outside Chicago Public Schools (CPS) as a key social institution that both
influences and is influenced by the larger society. You will be introduced to a wide array of topics and case studies
that elaborate on the embeddedness of classrooms and schools in social environments across Chicago. This course
will span a variety of school processes such as curricular differentiation, social and economic reproduction,
voluntary associations (extra-curricular clubs, parent organizations), social groupings and peer influence. Particular
attention is paid to questions about the relationship between social stratification and education. This course includes
a variety of instructional strategies: reading, research, lecture, guest lecturers, guided discussion, small group
discussion, student presentations, documentary videos and directed writing assignments.
This course will explore three themes relevant to the political culture in CPS: Community, Place and Justice. We
will not necessarily address these themes in turn, but will examine these themes through various topics throughout
the term. Some topics will invariably address more than one theme.
This course will enable students to:
 Begin to develop an understanding of the professional field of education and schooling.
 Develop a working knowledge of the cultural, economic, political and social issues related to education in
general and more specifically in the Chicago Public Schools system (CPS).
 Compare and contrast the issues of equity, funding, parent involvement, curricular differentiation and other
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school processes in regards to the CPS district and the surrounding areas.
Use the tools of historical research including primary documents and secondary sources, written and oral
records, and technology to prepare a literature review, annotated bibliography and research outline of
proposed pilot study.
Demonstrate an understanding of how social contexts’ experiences affect the educational processes in
elementary, middle, and high schools and can either limit or extend the influence of teachers and curricula,
depending upon how these out-of-school experiences are integrated (or not) into the learning process and
connect to real life issues.
Develop/enhance computer literacy skills
Develop/enhance oral and written communication abilities
Understand and utilize the various activities and services provided at NEIU
Situate their learning as part of their personal growth and as part of a process of lifelong learning.
Prepare for academic achievement that spans across the curriculum in terms of the development of critical
thinking skills as well as improved written and oral expression.
Develop knowledge of themselves and the city in which they live.
Understand the purpose of the General Education curriculum and the need for becoming engaged students
at the University.
Resources to check periodically throughout the semester
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Parent United for Responsible Education (PURE): http://pureparents.org
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Teacher for Social Justice (TSJ): http://www.teachersforjustice.org
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Rethinking Schools Online: http://www.rethinkingschools.org/index.shtml
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Chicago Teachers Union – IFT/AFT Local 1: http://www.ctunet.com
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Chicago Freedom School: http://chicagofreedomschool.org
All assigned readings are noted on your schedule of assignments list below.
COURSE REQUIREMENTS
Attendance & Participation. Attendance and promptness are mandatory. All students are expected to attend
classes. You must be present to engage in the learning process. If you will be absent, it is expected that you will
make arrangements to get notes from a classmate. If work is due the day you are absent, you should make
arrangements to turn in on or before the due date. Please note the class days on your course schedule/outline. In
accordance with university policy, less than 75% attendance will automatically result in a failure for the semester,
regardless of your grade. The instructor reserves the right to deduct points for any student who has 3 or more
unexcused absences or excessive tardiness. You will be considered late after the beginning of class and 5 tardies
will equal to an absence.
Preparedness/Participation. You are expected to come to class with readings finished, prepared for discussions
and with quality assignments posted or turned in on time. This is a reading and participation intensive course.
Exam. There will be one mid-term exam –Thursday, October 17th
Events and Co-Curriculars: Required attendance at TWO issue related events (that may be outside of regular class
time) and TWO co-curricular events (NEIU sponsored events) that are outside of regular class time. Information on
events related to education will be continually shared in class, on D2L, or by email. At the class meeting date that
immediately follows the event you attended, turn in a 2-page, double-spaced, typed reflection that includes:
 A one paragraph description of the event
 A one paragraph on two key concepts you identified from talk /event
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What you gained from attending/participating in the talk/event
Two, substantive, follow-up questions you asked or would have, if given the opportunity.
That makes for a total of FOUR types reflections to be turned in at the end of the semester.
One on One reflection: During the semester, you are required to schedule and attend ONE one-on-one session with
your peer mentor, Nergal Malham. After completing this session, you are to submit a one-page reflection on how
this one on one session informs your notion of community. More information about the reflection assignment will be
provided in class.
Reading Notes/Memos. After each reading assignment you are expected to submit a short memo that identifies
three main ideas. Expound on each main idea, explaining its meaning or significance in two to three sentences. You
do not need to identify three main ideas per reading. Consider the main ideas that emerge across all of the readings.
These will be graded with a check plus (excellent), a check (adequate) , or a check minus (inadequate). You are
allowed three missed reading memos in the course of the semester. Use them wisely.
Final Paper. At the end of the semester, you are to turn in a 4-5 page paper on a topic that will be decided by the
class. The paper will be a reflective, but scholarly, piece that weaves together the various issues and debates
discussed in class. Your paper must cite at least five (5) print sources using APA format. You can include ideas from
class discussion, videos, field trips, and personal experience.
METHODS OF EVALUATION/COURSE GRADING
My least favorite topic, perhaps you feel similarly. As students in the field of education, I expect a lot from you. As
stewards of the educational experiences of the next generation, we should expect a lot from ourselves. In order to
receive an “A” you should perform “excellent” work. Earning an “excellent” grade is well within everyone’s reach;
consistently come to class with readings completed, participate fully, and prepare excellent work for submission and
presentation. I will not grade you on whether or not you reach a particular conclusion or answer regarding the issues
raised in class. I will grade you based on how you challenge the material, challenge your own thoughts and beliefs,
and critically reflect on the reading materials and issues discussed in class. The requirements for this course are
straightforward. If you have any questions or concerns about your grade at any time, I am available to talk with you.
Again, I will not grade you on whether or not you reach particular conclusion or answer regarding the issues raised
in class. I will grade you based on how you challenge the material, challenge your own thoughts and beliefs, and
critically reflect on the reading materials and issues discussed within this course. The requirements for this course
are straightforward and achievable. If you have any questions or concerns about your grade at any time, contact me.
The breakdown for grades is as follows:
Attendance & Participation
Mid-term Exam
Field Trips/Campus Involvement (4)
Reading Notes
One on One Reflection
Presentation
FINAL PAPER
10%
20%
20%
20%
5%
5%
20%
FINAL GRADE
Your final grade will be based upon the total percentage you earn in this class.
A=90-100
B=80-89
C=70-79
D=60-69
F=59 and below
INCOMPLETES
University policy on incompletes states that the student must request all incompletes in writing. The request must
detail work not completed. If you require an incomplete, you must discuss this with your instructor as soon as
possible. It is the instructor's option not to issue an incomplete. Please note that you have one semester to complete
the work. If it is not completed within the next semester, a final grade of "I" will be filed for you by the instructor if
you have a “C” or above average in the course. However, if your work is below a “C” average the grade of “F” will
be filed. Not having time to complete the course requirements is not a valid reason for an incomplete to be given.
Failure to complete necessary work will result in your not earning points in that section and may result in a final
grade of "F."
HAVING TROUBLE?
If you know you struggle with study habits, writing skills, troubles or issues outside the course that will affect your
ability to do your best, let me know. You may not be responsible for the situation you are in, but you are responsible
for making an effort to make me aware you need help or support. I will not share any information you give me with
anyone else without your consent.
Any student in need of classroom assistance or modification under the Americans with Disabilities Act must
inform the instructor of the needed adjustments no later than the first week of classes, and provide
documentation from the Accessibility Center, D-104, 442-5495.
ACADEMIC INTEGRITY
Teaching and learning are only possible in the company of honesty. Academic integrity is an absolute expectation.
Plagiarism includes, but is not limited to the following: Direct copying of any source in whole or in part without
proper acknowledgment that it is someone else’s; Copying of any source in whole or in part with only minor
changes in wording or syntax; Submitting as one’s own work that which as been prepared by someone else;
Paraphrasing another’s words or ideas without proper acknowledgment. If there is reason to believe any work has
violated this academic integrity policy, the work will be awarded a zero, regardless of whether the student intended
to plagiarize. In addition, academic dishonesty may be reported to the University. Please take care to ensure that
your work is your own and the ideas of others are treated with respect and care through rigorous citations.
This syllabus may, and likely will, be revised.
Course Outline and Schedule of Assignments
Week One
Week Two
Week Three
This syllabus may, and likely will, be changed.
8/27
Introduction
8/29
Learning how to take
notes
9/3
“Only real education
is self-education”
Organizing yourself
as a student
9/5
Organizing con’t
9/10
9/12
Week Four
9/17
9/19
Learning, teaching,
inquiring
Library research
session
Discussion of School
Action Plan
Academic Advising
Session
Your College
Experience, Ch. 5
Ayers, Teaching
toward freedom
(D2L)
Your College
Experience, Ch. 2
Your College
Experience, Ch. 6
Your College
Experience, Ch. 8
- Chapter 4
- 2013-2014
Academic Catalog –
Week Five
Week Six
Week Seven
Week Eight
Week Nine
9/24
Organizing and
teaching
9/26
LIBRARY VISIT
10/1
Organizing and
teaching
10/3
Organizing and
teaching (con’t)
10/8
Strategizing our work
10/10
Group work
10/15
Group work (con’t)
10/17
Group report out
10/22
Understanding the
economics of Chicago
Schooling
Economics (con’t)
10/24
Week Ten
Week Eleven
10/29
10/31
Globalization and
Chicago schools
Discussion
11/5
Group conferences
11/7
Group conferences
bring with you to
class
In class, begin:
Granito de arena
In class: Granito de
arena
- Orr, What is
education for?
- Peruse the FYE
Library Guide (link
on D2L)
- Be prepared to
discuss Orr reading &
Granito de arena
- CTU Report, begin
- Ayers, Teaching and
organizing
- CTU report, finish
- Group specific
readings
- Group specific
readings
- Midterm Exam
distributed in class –
Due by class time in
ONE WEEK.
- Group specific
readings
Midterm Exam DUE
at MY OFFICE BY
CLASS TIME
- Group specific
readings
- Group specific
readings
- Group specific
readings
- Group specific
readings
- Begin drafting
action plan
- Group specific
readings
- Group specific
readings
Week Twelve
11/12
11/14
Group report out
Group conferences
Week Thirteen
11/19
Group conferences
11/21
Thinking about the
future of Chicago
schools
Discussion
Week Fourteen
11/26
Week Fifteen
11/28
12/3
12/5
NO CLASS
Working group
roundtable
Wrapping things up
Paper Outline Due
- Group specific
readings
Plan Action
implementation
Implement Education
Action
Implement Education
Action
THANKSGIVING
Final Papers Due in
class