Connie L. Lurie College of Education
The Doctor of Education (Ed.D.) in Ed Leadership
EDD 585 Field Experience– Global Context in Costa Rica
Summer 2015
CTC, ELLC & ISSLC Standards Addressed in this course:
13 (a-f); 15(a-f)
CTC:
ELLC:
4.1-4.3; 6.1-6.3
ISSLC:
4 (a-d); 6(a-c)
Contact Information
Instructor:
Arnold Danzig
Office Location:
SH 401
Telephone:
(408) 924-372
Email:
Arnold.danzig@sjsu.edu
Office Hours:
By appointment
Class Days/Time:
By appointment
Classroom:
Field experience in Costa Rica
Faculty Web Page and MYSJSU Messaging
Copies of the course materials such as the syllabus, major assignment handouts, etc., may
be found on the Canvas course website (http://sjsu.instructure.com). Students are
responsible for regularly checking this website for class announcements, updates, and
instructor correspondence.
Course Description
Lectures, field visits, and extended study of education and leadership in global context.
Course Goals and Learning Objectives
Course Learning Outcomes (CLO)


Students will develop an awareness of globalization in education and the issues it
raises, such as the need for intercultural and sustainability education.
Students will understand the ethical dimensions of experiences in schools given
this global awareness.
Field Experience – Global Context, EDD 585, Summer 2015
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Upon successful completion of this course, students will be able to:
CLO 1 understand and be able to explain basic theoretical orientations to education and
leadership in global contexts
CLO 2 understand the impact of major social, historical, political, and economic factors
affecting rights to access and equity in education;
CLO 3 recognize their own taken-for-granted beliefs about education given a broader
global perspective;
CLO 4 formulate plans and strategies for the inclusion of global/international
perspectives in the curriculum;
CLO 5 articulate their understanding of the ethical dimensions of global issues so in
their roles as school leaders they make choices with a greater awareness of
consequences;
Selected Readings (Part of the Seminars in Costa Rica but not Required for
Specific Day unless Starred **)
Educating in a Changing World
· Freidman, Thomas. Need a Job Invent It (2013)
· Kurland, Andrea. The Educator - Sir Ken Robinson Think Quarterly by Google,
(April 2012)
· McKinsey Center for Government. Education to Employment: Designing a
System that Works.
· Gardner, Howard The Five Minds of the Future (2008)
· Hopkins, Charles A. Case Study: Curriculum Revision and Reorientation at the
Toronto Board of Education
Pedagogies for the 21st Century and Design Thinking
· Greer, Carolyn: Innovation 101**
· Seligman, Martin: Positive Education: An Overview**
· Heath, Chip & Dan: Teaching That Sticks
Global Citizenship and Social Justice
· Reimers, Fernando. Leading for Global Competency (2009)**
· The Earth Charter (2005)**
· Fostering Global Citizenship
· Change Generation. Global Citizen Year case
The Future of Education
· Kamenetz, Anya. How Web-Savvy Edupunks are Transforming Higher
Education (FAST COMPANY magazine, 2009).
· Brooks, David. The Practical University (The New York Times, 2013)
· Reimers, Fernando. The Five Things I’ve Learned (Pearson Foundation, 2013)
· Sinek, Simon. Speak to Inspire Action (2013)
Field Experience – Global Context, EDD 585, Summer 2015
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Additional texts and/or readings will be determined in collaboration with location
of field experience and host institution program of lectures, seminars, and field visits.
Library Liaison
Susan Kendall, Collection Development Coordinator & Education Leadership Liaison
408-808-2039, Susan.Kendall@sjsu.edu
Course Requirements and Assignments
SJSU classes are designed such that in order to be successful, it is expected that students
will spend a minimum of forty-five hours for each unit of credit (normally three hours per
unit per week), including preparing for class, participating in course activities,
completing assignments, and so on. More details about student workload can be found in
University Policy S12-3 at http://www.sjsu.edu/senate/docs/S12-3.pdf.
The field experience is graded on Pass/Fail basis only. Students will be required to keep
journal of all readings and discussions from the international experience. Upon return to
the United States, students will be required to write an overall summary (5 -10 pages)
reflecting on their field experience with connections to how the global experience shapes
their thinking on teaching and learning, curriculum, leadership and education policy.
Students will be asked to explain how what they’ve experienced during their travels
provides an opportunity to introduce new ideas, programs, and practices in their
particular schools, districts, and workplace.
I. THE INTERCULTURAL EFFECTIVENESS SCALE (IES)
A.
IES SURVEY ADMINISTRATION – Deadline May 22nd
As part of the course on globalization and field experience in Costa Rica, you will be
completing the Intercultural Effectiveness Scale (IES). The IES measures the
predispositions and traits that have proven effective for working across cultures and
dealing with people who are different from us. It will take 15-20 minutes to complete
online. You will receive an email invitation from the Kozai Group with a link to the
survey. If you do not see the email in your sjsu.edu email account, first check your junk
folder. If the Kozai Group invitation is missing, please contact Joyce Osland and she will
provide you with an individual access code and URL. Complete the survey by May 22 at
the latest. You will receive your results on June 6th at our Saturday workshop.
B.
PERSONAL DEVELOPMENT ANALYSIS AND ACTION PLAN –
Deadline June 12th
Based on your IES results answer the following questions and create a Personal
Development Plan (PDP), using the template in the IES booklet. Include the headings for
each question in your submission on CANVAS.
Field Experience – Global Context, EDD 585, Summer 2015
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1. Do your IES results seem valid? What contributes to your judgment on its
validity?
2. What is the most significant lesson you learned from taking this instrument?
3. What are your major strengths and weaknesses according to the IES?
4. Which dimension do you want to develop or leverage to be more effective at your
workplace or school? What leads you to this focus?
5. What is your action plan for working on this before and during your Costa Rica
trip? Fill out the IES template and be as thorough and specific as possible.
C.
FOLLOW-UP:
Keep track of your progress on your plan in your journal and report your progress in the
discussion group on Canvas.
D. PERSONAL DEVELOPMENT PLAN REPORT - Deadline July 7th
After the trip, write and upload to Canvas a 2-page report on your PDP efforts and
results. Answer each of the following questions thoroughly (include the questions as
headings).
1.
2.
3.
4.
5.
What specifically did you do to improve yourself?
How did that work out? How were you successful or unsuccessful?
What is your explanation for the results that you obtained?
What have you learned about yourself as a consequence?
How are you planning to apply what you’ve learned from your PDP experience to
your current school, district, or workplace?
II. JOURNAL OF READINGS, VIEWINGS, AND NOTES FROM FIELDTRIPS
TO SCHOOLS AND ORGANIZATIONS
A.
JOURNAL – Deadline July 13th
You are expected to keep a journal based on your readings and activities that you
experience during your time in Costa Rica. Your journal can be more informal and can
include field notes, pictures, artifacts from the trip, etc. Goal is to have approximately 10
journal entries, based on experiences with the UPEACE lectures, discussions, school
visits, and field trips. As part of your journal, you can also include your own reflections
on what was interesting and important to you about the experience in Costa Rica.
The field experience will be graded on pass/fail scale.
Field Experience – Global Context, EDD 585, Summer 2015
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Classroom Protocol
The international field experience is a required part of the Ed.D. Curriculum. Students
are expected to participate in all lectures, seminars, meetings, and events. In the event of
emergencies and unforeseen contingencies, alternate arrangements will be considered in
collaboration with the Program Director.
University Policies
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop,
grade forgiveness, etc. Refer to the current semester’s Catalog Policies section at
http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the
current academic year calendars document on the Academic Calendars webpage at
http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is
available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware
of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at
http://www.sjsu.edu/advising/.
Academic integrity
Your commitment as a student to learning is evidenced by your enrollment at San Jose
State University. The University Academic Integrity Policy S07-2 at
http://www.sjsu.edu/senate/docs/S07-2.pdf requires you to be honest in all your academic
course work. Faculty members are required to report all infractions to the office of
Student Conduct and Ethical Development. The Student Conduct and Ethical
Development website is available at http://www.sjsu.edu/studentconduct/.
Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism
(presenting the work of another as your own, or the use of another person’s ideas without
giving proper credit) will result in a failing grade and sanctions by the University. For
this class, all assignments are to be completed by the individual student unless otherwise
specified. If you would like to include your assignment or any material you have
submitted, or plan to submit for another class, please note that SJSU’s Academic
Integrity Policy S07-2 requires approval of instructors.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need
to make special arrangements in case the building must be evacuated, please make an
appointment with me as soon as possible, or see me during office hours. Presidential
Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf
requires that students with disabilities requesting accommodations must register with the
Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of
their disability.
Field Experience – Global Context, EDD 585, Summer 2015
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Student Technology Resources (Optional)
Computer labs for student use are available in the Academic Success Center at
http://www.sjsu.edu/at/asc/ located on the 1st floor of Clark Hall and in the Associated
Students Lab on the 2nd floor of the Student Union. Additional computer labs may be
available in your department/college. Computers are also available in the Martin Luther
King Library.
A wide variety of audio-visual equipment is available for student checkout from Media
Services located in IRC 112. These items include DV and HD digital camcorders; digital
still cameras; video, slide and overhead projectors; DVD, CD, and audiotape players;
sound systems, wireless microphones, projection screens and monitors.
SJSU Peer Connections (Optional)
Peer Connections, a campus-wide resource for mentoring and tutoring, strives to inspire
students to develop their potential as independent learners while they learn to
successfully navigate through their university experience. You are encouraged to take
advantage of their services which include course-content based tutoring, enhanced study
and time management skills, more effective critical thinking strategies, decision making
and problem-solving abilities, and campus resource referrals.
In addition to offering small group, individual, and drop-in tutoring for a number of
undergraduate courses, consultation with mentors is available on a drop-in or by
appointment basis. Workshops are offered on a wide variety of topics including
preparing for the Writing Skills Test (WST), improving your learning and memory,
alleviating procrastination, surviving your first semester at SJSU, and other related topics.
A computer lab and study space are also available for student use in Room 600 of Student
Services Center (SSC).
Peer Connections is located in three locations: SSC, Room 600 (10th Street Garage on
the corner of 10th and San Fernando Street), at the 1st floor entrance of Clark Hall, and in
the Living Learning Center (LLC) in Campus Village Housing Building B. Visit Peer
Connections website at http://peerconnections.sjsu.edu for more information.
SJSU Writing Center (Optional)
The SJSU Writing Center is located in Clark Hall, Suite 126. All Writing Specialists have
gone through a rigorous hiring process, and they are well trained to assist all students at
all levels within all disciplines to become better writers. In addition to one-on-one
tutoring services, the Writing Center also offers workshops every semester on a variety of
writing topics. To make an appointment or to refer to the numerous online resources
offered through the Writing Center, visit the Writing Center website at
http://www.sjsu.edu/writingcenter. For additional resources and updated information,
Field Experience – Global Context, EDD 585, Summer 2015
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follow the Writing Center on Twitter and become a fan of the SJSU Writing Center on
Facebook. (Note: You need to have a QR Reader to scan this code.)
Field Experience – Global Context, EDD 585, Summer 2015
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Day
Saturday,
June 13
Morning
Afternoon
Arrival day and check into hotel
Welcome dinner (depending on arrival time)
Sunday,
June 14
Poas Volcano National Park
Poas is one of the most visited volcanoes in Costa
Rica, because of the luxuriant forest that surrounds the
two craters. Short hike in the cloud forest to a possible
view of the crater.
Visit Downtown San Jose
Most of your time in Costa Rica will be spent outside of urban
areas. The capital city of San Jose is the economic, cultural
and political heart of the country. We will spend the evening
in downtown San Jose and visit local markets.
We will stop at a famous San Jose diner for dinner on the way
out of town.
Monday,
June 15
Welcome and Introduction
This session will serve as an introduction to the course,
Costa Rica and UPEACE. We will go over the
highlights of Costa Rica, with a focus on the national
education system, as well as reviewing the week’s
itinerary. We will learn about the University for Peace,
the Centre for Executive Education, and will also do a
campus tour and hike to the peace monument.
Design Thinking in Practice
In this session we will learn about the process of Design
Thinking and how it can be used to spark innovation and
creative thought. In the afternoon, students will be asked to put
design thinking into practice, identifying a problem or
challenge they would like to address, and using elements of
Design Thinking to search for solutions.
Additional Reading for Class on June 15:
SJSU Faculty Class time
Prof. Danzig should also take this time to go over the
goals of the program for students. (2 hours faculty
time)
Field Experience – Global Context, EDD 585, Summer 2015
Geer, C. (2011, October 7). Innovation 101. Wall Street
Journal. WSJ. Available at:
http://www.wsj.com/articles/SB1000142405297020483130
4576596703319827740
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Tuesday,
June 16
Educating in a Changing World (at UPEACE)
This session will focus on skills relevant to promoting
positive change in the 21st Century, given the context
of a fast-changing, globalizing world, depleting
resources, and growing inequalities. We will look at
the Earth Charter as an internationally agreed-upon
framework of shared values and principles.
El Rodeo School
We will visit a small, local school near UPEACE to get
a sense of the realities of the public education system
in Costa Rica. The school has 2 classrooms and serves
a community of 900 people
.
Additional Readings for the Class on June 16th
Restorative Justice with Miguel Tello
The workshop will explore the idea of restorative justice as a
conflict-resolution technique that can be applied in schools or
other institutions. We will learn about the history and
fundamentals of the restorative justice concept as compared to
criminal justice, and will learn practical approaches for use.
This workshop will pave the way for the ‘circles’ workshop
Wednesday.
Gardner, H. (2008). The five minds of the future. In
Schools: Studies in Education, 5, nos.1/2, 17-24.
Article DOI: 10.1086/591814 Also available at:
http://www.jstor.org/stable/10.1086/591814
Seligman, M. (2005). Positive education: An
Overview.
The Earth Charter Commission. (2005). Earth
Charter. Earth Charter Associates Ltd. Available at:
http://www.earthcharterinaction.org/content/pages/Re
ad-the-Charter.html
Reimers, F. (2009). Leading for Global Competency.
Educational Leadership 67(1). ASCD. Available at:
http://www.ascd.org/publications/educationalleadership/sept09/vol67/num01/Leading-for-GlobalCompetency.aspx
Field Experience – Global Context, EDD 585, Summer 2015
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Wednesday
June 17
Using Leadership Circles with Miguel Tello
After a short teamwork dynamic, we’ll look at the concepts of shame and empathy to understand the spectrum of
restorative justice options. We will then learn about circles as a conflict resolution strategy – in what circumstances one
can use circles, how to apply them, and the creation of targeted questions for circles. Finally, we’ll speak specifically
about how circles can be used for educational leadership.
SJSU Faculty Class time (2 hours)
Thursday,
June 18
Friday,
June 19
Visit to the Ministry of Education (MEP)
This visit will allow us to learn about educational
policy in Costa Rica. This basis will give more context
to the field visits in schools of different levels
throughout the trip.
United World College
UWC is an education movement comprising 14 international
schools and colleges, national committees in more than 140
countries. Students are selected from around the globe based
on their merit and potential. We will receive a talk about the
UWC system and how it works worldwide.
Country Day School (CDS)
CDS is an American School serving an international
population. Focusing on the American High School
Diploma and a wide range of Advanced Placement
(AP) courses, the curriculum also prepares students for
the Costa Rican Bachillerato examinations. We will
meet with the principal of the elementary school.
SJSU Faculty Class time
2 hours, to be held in the hotel upon arrival.
Introduction to Peace Education
UPEACE Professor Virgina Cawagas will present the
concept of Peace Education through an interactive
activity.
Visit to Cartago School
We will visit a school in an under-funded area that has fought
to develop and implement programs that captivate and
motivate students and their families in a high-risk
environment. We will have the opportunity to see the area and
work together with the students.
SJSU Faculty class time
Approximately 3 hours for readings, discussion & focus group
SJSU Faculty Class time (1.5 – 2 hours)
Saturday,
June 20
Drive to Monteverde
We’ll drive approximately 3-4 days to Monteverde.
Field Experience – Global Context, EDD 585, Summer 2015
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Sunday,
June 21
Pura Vida Day in Monteverde
Free day to explore or register for a tour. Several options on activities, including hiking, canopy tour, horseback riding,
visit the cheese factory, coffee tours…See http://www.monteverdetours.com/tours/index.htm
Monday,
June 22
Morning Hike in Monteverde
Monteverde is famous for its cloud forests and
rainforests. There are over 100 species of mammals,
400 species of birds, and 1,200 species of amphibians
and reptiles living within its bounds. Over 8 miles of
trails are available for visitors to explore on their own
or with a guide.
Cloud Forest School is a bilingual Pre-K through 11th grade
school. It was founded in 1991 as an independent school that
offers creative, experiential education to students with an
emphasis on integrating environmental education into all
aspects of the school.
http://www.cloudforestschool.org/
SJSU Faculty class time
2 hours of class time at the hotel in the afternoon.
Tuesday,
June 23
Return to San Jose (3-4 hour drive)
Visit to NGO: Boy with a Ball
www.boywithaball.com or www.elninoylabolacr.org
Educational NGOs
TBD – we will visit 1-2 non-profit organizations focused on
providing educational opportunities in Costa Rica.
(Possible ‘Amigos del Aprendizaje’ – Friends of Learning:
www.ada.or.cr.)
Wednesday, Centano Guell
June 24
Centano Guell is the largest school for disabled
children in Costa Rica. Divided into three sections, it
houses approximately 500 students that are visionimpaired, hearing-impaired or have mental disabilities.
Field Experience – Global Context, EDD 585, Summer 2015
Multi-cultural Leadership
This workshop will focus on leadership in a multicultural
context, covering the principles of cultural differences and the
creation of a ‘third culture’ in the workplace. We will learn
about one of the leading theoretical frameworks for
understanding cultural differences, and run some scenarios
through the framework to better understand how it is reflected
in day-to-day life
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Thursday,
June 25
The Costa Rican Humanitarian Foundation (CRHF) is a non-profit organization committed to developing creative
and economical solutions to a wide range of social problems in Costa Rica. They work provide a Montessori-based
daycare system for local children, and work with nearby schools and afterschool programs. The CRHF provides
opportunities to exchange friendship, goods, services, and financial resources for critical needs among different cultures,
socio-economic classes, and language groups. The days spent at the CRHF will include a service learning component.
http://www.crhf.org/index.html
Friday,
June 26
Sustainability in practice - Nacientes Palmichal visit
Rural community tourism model for sustainable development. The organization aspires to be a living example of
sustainability in practice. Participants will have a chance to visit a number of projects organized by the organization and
community, from biodigestors and organic fertilizers, to projects involving revenue generation options for the local
community. http://www.nacientespalmichal.com/
Saturday,
June 27
Jaco Beach
Leaving early in the morning, we will spend the day at Jaco Beach. There will be plenty of fun in the sun, and a variety
of interesting stores and restaurants to explore as well.
Final dinner
Sunday,
June 28
Departure day
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