1
THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
Syllabus
Conceptual Framework & Knowledge
Base
The conceptual framework contains four core
concepts that are themes through which we
organize and deliver our programs; hence they are
central to our vision of professional educators and
scholars. These include:




Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission Statement
 To prepare highly skilled professionals to assume roles and positions in teaching,
research, educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the cultural
and linguistically diverse learner.
 To continuously develop a dynamic local, state, national, and international, dimension
that promotes innovations and contributes to scientific educational, economic, and social
change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fully-accredited
and as a nationally and internationally respected college in the areas of science, mathematics,
educational technology and intercultural dimension (language, literacy, culture and
interdisciplinary studies in regard to preparing teachers, counselors, administrators,
educational researchers, and professional at all levels, not only for the school system but for
other economical and service areas which require training, human resources, development
and life-long learning.
Teacher preparation programs of the College of Education will be central to the mission of
the University and will have national prominence. It will be at the forefront in programs for
English Language Learners and, through teacher preparation, P-16 and life-long education
initiatives will be a model for helping to close the student achievement gap.
2
All of these will require the COE to be noted for the quality of its graduates, the scholarship
of its faculty, and the leadership and service they provide to the local, regional, and national
educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the
effectiveness of the programs. You will receive one survey in the final semester prior to
graduation regarding your program during your time here. A second survey will occur within
one year following graduation from or completion of a program, and will be sent to your
employer. This survey will focus on the preparation received at UTB. Please remember that
your response to these surveys is critical to UTB excellence.
................................................................................................................................................
College of Education
Department of Language, Literacy, and Intercultural Studies
EDUC 2301: Introduction to Special Populations
Instructor:
Office/hours (for now
[
Textbook:
Freeman, Y., Freeman, D., & Ramirez, R. (Eds.). (2008). Diverse learners in the mainstream
classroom: Strategies for supporting all students across content areas. Portsmouth, NH:
Heinemann.
[other course readings will be available in electronic form on Blackboard]
Course Catalog Description:
This education course introduces students to issues related to characteristics of special needs
populations as well as classroom strategies for instruction of diverse populations. Students will
also be introduced to the legal issues related to students with special needs. Field experience
required. Lec. 3, Cr. 3
Course Objectives/SLOs:
Course Objective(s)
1. Communication
difficulties
2. Learning styles,
deficits, and differences
NCATE
STANDARD
Conceptual
Framework
1
Interculturalism
Diversity
3
3. Behavioral differences
4. Physical and mobility
issues
5. Gender and sexuality
differences
6. Assistive technology in
the classroom
7. Legal issues relating to
instruction and
discipline of students in
special education.
Expanded Course Description:
Welcome to EDUC 2301! It’s a pleasure to have you joining me on this journey. This course is
a reading-, writing-, and research-intensive, discussion-focused seminar, where students are
expected to engage critically with course texts (books, articles, films, etc.) and their classmates,
to gain real-life experience observing (and, we hope, participating) in classrooms, and to work
hard to develop analytic and synthetic reasoning skills in speech and writing. This course will be
a collaborative, learner-centered experience, where we are ALL learners, and we all play active
roles in constructing our own, and each other’s, learning.
Our exploration of what diversity means in formal educational contexts begins with reflecting on,
and analyzing, our own experiences as learners who have embodied (and continue to embody)
different dimensions of diversity in the classrooms and schools we have attended. It proceeds
from an understanding that “diversity,” far from being a value-neutral concept, has always
(unfortunately) been linked to, and even used to justify, inequality of educational opportunity
and educational outcomes in the U.S. This course is an opportunity to consider why this is so,
and to think critically about how things might be different.
As a form of schooling in a democratic society, this course is intended to “prepare [everyone] to
participate actively and critically in the political life of society,” in John Dewey’s words from
Democracy and Education. The goal of EDUC 2301 is to equip all learners to become
compassionate critics of educational inequality, in whatever capacity they may find themselves:
teacher, student, parent, business leader, school board member, voting citizen, etc. This will
involve:
1) working to overcome biases and assumptions that may have led us to develop
simplistic understandings of educational challenges
2) keeping an open mind as we read, and read, and write, and write, toward more
profound understandings of those challenges
3) accepting that differences of opinion, priorities, and values really do exist
4) AND taking real people’s lives and struggles seriously.
Attendance/Participation Policy:
4
Everyone is expected to be in class every Tuesday and Thursday. If you attend class every day,
arrive on time and are an active participant in whole- and small-group discussions, you will
easily earn a full attendance and participation mark. “Participation” is a tricky concept, in my
opinion … but if you’re not super comfortable talking in whole-class discussions, think about
how you can communicate with me about what you’re learning in the course – that’s your
responsibility. Options might include email/online chat, text messages, meetings during office
hours or at another time, written notes … think about what would work for you.
Everyone gets one unexcused absence, no questions asked. Each unexcused absence after the
first will drop your attendance grade one percentage point, with a maximum of five absences
during the semester, after which you will be dropped from the class, unless you and I have
made other arrangements. Absences are only considered “excused” if I receive documentation
that you had a valid reason for being absent.
I do realize life is complicated – if you aren’t able to attend for some reason, please let me know
ahead of time.
Course Requirements:
Assignment
Assessment Weight
Autoethnography
5%
Synthesis Papers (4)
40%
Field Experience Paper/Presentation 40%
Group Article Presentation
5%
Final Exam
10%
100%
Autoethnography: 5% of final grade: The autoethnography, due the second week of class, is a
2 page, double-spaced analysis of your own educational experiences, as they relate to the course
themes of diversity and difference (and associated issues of power and perception). We will
analyze and discuss these texts in class.
Synthesis papers: 40% of final grade: The synthesis papers are short (1 page, single-spaced)
papers that respond to questions I will develop based on our readings, discussions, your field
experiences, and class activities. They are NOT “reflection papers.” Rather, they are an
opportunity for you to bring together (or “synthesize” – get it?) ideas from different sources, and
to hone your academic writing skills. Hooray! In addition to submitting the synthesis paper
electronically, you must bring a hard copy to class on the day it is due … this is so that you
can receive feedback from your peers.
Field experience paper/presentation: 40% of final grade: Observing real teachers and students
in real classrooms (and – even better – talking to students and teachers and participating in
classroom activities) is perhaps the very best way to get a sense of how the issues we discuss in
class actually matter for students’ learning. A minimum of 15 hours of field experience,
throughout the semester, is required for this course.
5
At your field site (or afterwards), you will take fieldnotes to record your observations and
thoughts on what you see. As you’re completing your observations, you will be thinking about –
and looking at your fieldnotes for evidence of – interesting diversity-related issues you might
want to explore in more depth. Based on what you find, you will write a paper (5-7 pages,
double-spaced) addressing a specific issue, related to diversity in the classroom, that you
encountered during your field experience. Your paper will also review a small amount of
existing research on your chosen topic.
Group article presentation: 5% of final grade: We will read a number of original research
articles to complement our reading from the textbook. Everyone will be part of a small (@2-3
people) group that takes responsibility for reading an article and presenting it to the class …
nothing fancy, just an overview of what they’re talking about, why it’s important (if you think it
is), how it relates to what we’re talking about in class or seeing in our field experiences, etc. The
idea is to give the rest of the class a “tour” of the article (so to speak) and jumpstart our
discussion about it. We’ll sign up for articles and presentation dates early in the semester.
Final exam: 10% of final grade: If you’re in the section that starts at 9:25, the exam will be on
Thursday, December 13 from 8-10:30am. If you’re in the section that starts at 10:50, the exam
will be on Tuesday, December 11 from 11am-1:30pm. The final exam will be one last
opportunity for you to demonstrate the progress you’ve made in your academic writing, and in
connecting theory to practice (i.e., the real world) through the course readings, in-class activities
and discussions, and field experience.
[rubrics and grading criteria will be provided for the synthesis papers and field experience
paper]
Grading System:
A+
A
A-
98-100
93-97.9
90-92.9
4.00
4.00
3.67
B+
B
B-
87-89.9
83-86.9
80-82.9
3.33
3.00
2.67
C+
C
C-
77-79.9
73-76.9
70-72.9
2.33
2.00
1.67
D+
D
D-
67-69.9
63-66.9
60-62.9
1.33
1.00
0.67
F
Failure
0.00
6
On Lateness: As you can see, we have a lot to do in this class, so it’s in everyone’s best interest
that you not get behind with assignments and readings. I reserve the right NOT to accept late
assignments. I MAY accept late papers, on a case-by-case basis, IF I am informed ahead of
time. Please don’t just assume that I will accept your paper late. That being said, if you have a
real issue, come talk to me (see the “note on communication” above).
On Technology: In my opinion, it’s no longer realistic for teachers to expect that students won’t
be using smartphones and computers in class; not only are they part of our social worlds, they’re
important tools, and can be very useful. So there’s no technology ban. HOWEVER, I do
expect that you’ll be responsible about NOT using technology in ways that will distract you from
what we’re doing in class – texting incessantly or checking Facebook while we’re trying to get
work done together is not ok. But you knew that already, right?  In addition, I expect that
you’ll think carefully about how you can use technology to improve your learning experience in
this class: how can technology help you do things that are important to your success, like taking
fieldnotes, recording teacher-student interactions, communicating with me, having access to the
readings, coordinating with classmates on group work, etc.?
OFFICIAL STUFF:
Syllabus Disclaimer: While the provisions of this syllabus are as accurate and complete as possible, the
instructor reserves the right to change any provisions herein, not covered by UTB/TSC Handbook of
Operating Procedures or UT Regent Rule, with notice if circumstances so warrant. Every effort will be
made to keep students advised of such changes and information about such changes will be available at
all times from the instructor. It is the responsibility of each student to know what changes if any, have
been made to the provisions of this syllabus and to successfully complete the requirements of this
course. Questions regarding information on the syllabus and course requirements need to be addressed
by the students when the syllabus is received.
SATISFACTORY ACADEMIC PROGRESS (SAP)
UTB/TSC monitors academic progress every fall and spring semester to identify those students
who are experiencing difficulty with their courses. Satisfactory Academic Progress (SAP) is
based upon two components: GPA of 2.0 or higher and successful course completion of at
least 70% of course work attempted. Students remain in good standing with the university and
Financial Aid when both criteria are met. Students who do not maintain these required minimum
standards will be placed on probation or suspension as appropriate. The complete Satisfactory
Academic Progress policy and the Undergraduate Satisfactory Academic Progress for Financial
Aid policy can be found in the current Undergraduate Catalog. For more information, please
visit
http://www.utb.edu/vpaa/sap/Pages/Home.aspx
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and expulsion from the University. Scholastic dishonesty
includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work or
materials that are attributable in whole or in part to another person, taking an examination for
another person, any act designed to give unfair advantage to a student, or the attempt to commit
such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the
University, policies on scholastic dishonesty will be strictly enforced. (Board of Regents Rules and
Regulations)
7
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your
peers to pressure you to cheat. Your grade, academic standing and personal reputation are at
stake. For a brief informative video on cheating and its consequences click on “Academic
Integrity at UTB/TSC” at this link: (http://www.utb.edu/sa/studentlife).
STUDENTS’ ACADEMIC RESPONSIBILITIES
Students are expected to be diligent in their studies and attend class regularly and on time.
Students are responsible for all class work and assignments. On recommendation of the
instructor concerned and with the approval of the Dean, students may, at any time, be dropped
from courses. This may result in a “W” or “F” on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic Continuity Program, academic courses,
partially or entirely, will be made available on the MyUTBTSC Blackboard course management
system. This allows faculty members and students to continue their teaching and learning via
MyUTBTSC Blackboard http://myutbtsc.blackboard.com, in case the university shuts down as a
result of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying faculty members
and students of their responsibilities as a hurricane approaches our region. If the university is
forced to shut down, faculty will notify their course(s). To receive credit for a course, it is the
student’s responsibility to complete all the requirements for that course. Failure to access course
materials once reasonably possible can result in a reduction of your overall grade in the class.
To facilitate the completion of class, most or all of the communication between students and the
institution, the instructor, and fellow classmates will take place using the features in your
MyUTBTSC Blackboard and UTB email system. Therefore, all students must use Scorpion
Online to provide a current email address. Students may update their email address by following
the link titled “Validate your e-Mail Account” in MyUTBTSC Blackboard Portal. In the event of a
disaster, that disrupts normal operations, all students and faculty must make every effort to
access an internet-enabled computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request accommodations in
this class should notify the Disability Services Office early in the semester so that the appropriate
arrangements may be made. In accordance with federal law, a student requesting
accommodations must provide documentation of his/her disability to the Disability Services
counselor. For more information, visit Disability Services in the Lightner Center, call 956-8827374 or e-mail steve.wilder@utb.edu.
Schedule – subject to (considerable!) change:
August 28-30
Readings:
Course introduction
Autoethnography overview
Field experience logistics
8
8/30  King, Jr., Martin Luther (1986/1963). Letter from Birmingham City Jail. In J.M.
Washington (Ed.), A testament of hope: the essential writings of Martin Luther King, Jr.
(pp. 289-302). San Francisco: Harper & Row.
September 4-6
Schooling in the U.S.: A legacy of inequality
Readings:
9/4  Moll, L. (2010). Mobilizing culture, language, and educational practices: Fulfilling the
promises of Mendez and Brown. Educational Researcher 39(6), 451-460.
9/6  Ayers, W. & Alexander-Tanner, R. (2010). Opening day: the journey begins. In To teach:
the journey, in comics (pp. 1-12). New York: Teachers College Press.
Assignments due:
9/6  Autoethnography
September 11-13
So, where are we now?
Readings:
9/11  Berliner, D. (2013). Sorting out the effects of inequality and poverty, teachers and
schooling, on America’s youth. Forthcoming in S.L. Nichols (Ed.), Educational Policy
and the Socialization of Youth for the 21st Century. New York: Teachers College Press.
9/13  Darling-Hammond, L. (2010, June 14). Restoring our schools. The Nation. Available
online at http://www.thenation.com/article/restoring-our-schools.
September 18-20
Culture, part 1: Taking culture seriously
Readings:
9/18  Chapter 1: Cultural diversity: Why it matters in schools and what teachers need to know
(in Freeman, Freeman, & Ramírez)
Assignments due:
9/20  Synthesis paper #1
September 25-27
Readings:
Culture in family and community context
[+ discussion of autoethnographies]
9
9/25  Wyman, L. & Kashatok, G. (2008). Getting to know students’ communities. In M.
Pollock (Ed.), Everyday antiracism (pp. 299-304). New York: New Press.
 Orellana, M. & Hernández, A. (1999). Talking the walk: Children reading urban
environmental print. The Reading Teacher 52(6), 612-619.
9/27  Moll, L., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching:
Using a qualitative approach to connect homes and classrooms. Theory Into Practice
31(2), 132-141.
October 2-4
Race, discrimination, and schooling – applications to social studies?
Readings:
10/2  Bronson, P. & Merryman, A. (2009). See baby discriminate. Newsweek, 5 September
2009.
 Mendoza-Denton, R. (2008). Framed! Greater Good, Summer 2008, 22-24.
10/4  Chapter 11: Understanding the human experience through social studies (in Freeman,
Freeman, & Ramírez)
October 9-11
Ability and disability in cultural context
Readings:
10/9  Chapter 4: Effective practices for students with disabilities in inclusive classrooms (in
Freeman, Freeman, & Ramírez)
10/11  Ayers, W. & Alexander-Tanner, R. (2010). Seeing the student. In To teach: the
journey, in comics (pp. 13-32). New York: Teachers College Press.
Assignments due:
10/11  Synthesis paper #2
October 16-18
Exceptional students: Perspectives on giftedness and disability
Readings:
10/16  McDermott, R. & Varenne, H. (1998). Adam, Adam, and Adam: the cultural
construction of a learning disability. In H. Varenne & R. McDermott, Successful failure:
the school America builds (pp. 25-44). Boulder, CO: Westview Press.
10
10/18  Sternberg, R. (2007). Who are the bright children? The cultural context of being and acting
intelligent. Educational Researcher 36(3), 148-155.
October 23-25
Bi/Multilingual students and “language learners”
Readings:
10/23  Chapter 2: English language learners: Who are they? How can teachers support them?
(in Freeman, Freeman, & Ramírez)
10/25  Reynolds, J. & Orellana, M. (2009). New immigrant youth interpreting in White public
space. American Anthropologist 111(2), 211-223.
October 30-November 1
Bilingualism and linguistic discrimination in the classroom
Readings:
10/30  Chapter 3: Bilingual education (in Freeman, Freeman, & Ramírez)
11/1  Kells, M. (2006). Tex Mex, metalingual discourse, and teaching college writing. In S.
Nero (Ed.), Dialects, Englishes, and creoles in education (pp. 185-201). Mahwah, NJ:
Erlbaum.
Assignments due:
11/1  Synthesis paper #3
November 6-8
Literacy for diverse learners
Readings:
11/6  Chapter 10: Literacy in a diverse society (in Freeman, Freeman, & Ramírez)
11/8  McDermott, R. (2003). Putting literacy in its place. Journal of Education 184(1), 11-30.
November 13 and 20
[Brendan out of town 11/15, Thanksgiving 11/22]
11
Critical, community-based approaches to mathematics education
Readings:
11/13  Chapter 9: Teaching middle school mathematics for all (in Freeman, Freeman, &
Ramírez)
11/20  Turner, E., Varley, M., Simic, K. & Diaz-Palomar, J. (2009). “Everything is math in the whole
world!”: Integrating critical and community knowledge in authentic mathematical investigations
with elementary Latina/o students. Mathematical Thinking and Learning: An International
Journal 11(3), 136-157.
November 27-29
11/27  to be determined (focus on diversity issues related to religion and sexuality in schooling)
11/29  Fieldwork presentations
December 4-6
12/4  Fieldwork presentations
[ALL field experience papers and fieldnotes due 12/4]
12/6  Fieldwork presentations
Final exam:
Tuesday, December 11 from 11am-1:30pm (if your class starts at 10:50)
Thursday, December 13 from 8-10:30am (if your class starts at 9:25)
***You’ll need to purchase a TK20 account at some point. Tk20 is an electronic toolkit used by
candidates and other school professionals to provide evidence that they have mastered state and
professional standards for the profession, as a necessary component of the College of
Education’s assessment program.
Additional information is available at:
https://tk20.utb.edu/campustoolshighered/start.do
http://www.utb.edu/vpaa/coe/Documents/TK20/FAQs%20TK20t.pdf