Sp08EDFS322Multicultural Challenges for Educators

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January 2008               University of Vermont               Spring 2008
 
  CRN  TERM   SUBJ CRSE  SEC                                     CREDITS         12299 200801  EDFS 322    A   D1:Chall Multicult/Ed&Soc Inst         3       
                                                                               
 INSTRUCTOR(S)           TYPE         DAYS        TIME           BUILD  ROOM
 Smith, Sherwood         Lecture      Tuesday    0500-0800pm     WATERM 401
 
 COLLEGE:    College of Education & Soc S DIVISION:    DEPARTMENT: Education

 

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CHALLENGES OF MULTICULTURALISM
FOR EDUCATIONAL & SOCIAL INSTITUTIONS
EDFS 322 (course# 12299)              SPRING TERM 2008

 

Instructor

Sherwood Smith

Classroom

Waterman 401

Email

Sherwood. Smith@uvm.edu

Class Day and Time

Tuesdays, 5-8 p.m.

Office Location

Allen House, 461 Main St.

Office Phone

656-8739 /656-8833

 

 

 

 


********************************

COURSE OUTLINE:  EDFS 322

#

Date

TENTATIVE READINGS  ASSIGNMENTS

(Note:  Readings are subject to change.)

WRITTEN  ASSIGNMENTS

 

In Class

1

Jan 15

- Course Themes Warm-up Activities: personal narratives, definition exercise, video & course review.

Video:   The Ugly Truth

 

 

2

Jan 22

P’s review and discussion / Video

Global v. Multi article and Multicul v. America Article

R&T Intro & Chap. 3, 4, 16 & 35

Cortes 1-52

Definition exercise

Personal Identity Map

 

3

JAN 29

Bennett article

Cortes(p 52-160)

Add R&T = 1-33

 

 

4

Feb 5

R&T Chap 7, 8, 35 & 45

 

 

5

Feb 12

Spring ( p1-100)

McIntosh article

R& T 4, 5, 29,  43 & 53

 

 

6

Feb 19

Webster p1-68

http://www.whatreallyhappened.com/HAWAII/hawaii.html

http://www.hawaii.gov/lrb/con/

Practice exercise

Debate (roles assigned)

NTEA

7

Feb 26

*Flemming Museum visit tentative

Class at Museum Flemming UVM

 

8

Mar 4

Town Meeting Day – no class

R&T = 10, 30, 33 & 47

 

 

9

Mar 11

*****Spring break – no class

Webster P 69- 195

 

 

10

Mar 18

TBA

 

NTEA

11

Mar 25

TBA

 

NTEA

12

Apr 1

 

 

NTEA

13

Apr. 8

 

Presentations

 

14

Apr. 15

Articles

R&T 20 & 21

Presentations

 

 

15

Apr. 22

Articles

 

Presentations

CIP paper  due

 

16

Apr. 29

 

Final Journpaper

 

17

May 6

Last class meeting

 

 

 

 

 

 

 

 


CHALLENGES OF MULTICULTURALISM
FOR EDUCATIONAL & SOCIAL INSTITUTIONS

EDFS 322 (course# 12299)                                          SPRING TERM 2008

 

Instructor

Sherwood Smith

Classroom

Waterman 401

Email

Sherwood. Smith@uvm.edu

Class Day and Time

Tuesdays, 5-8 p.m.

Office Location

Allen House, 461 Main St.

Office Phone

656-8739 /656-8833

 

COURSE GOALS

 

·         Understand major dimensions of the ongoing educational debate regarding multiculturalism.

·         Broaden and enrich one’s understanding of issues of identity, empowerment, and justice as they relate to social issues.

 

·         Examine historical and contemporary multicultural issues from a variety of perspectives as they relate to educational/social policy and practice.

 

·         Analyze critically the dynamics of the core issues of marginality and privilege as they are manifest within us, our institutions and our culture.

 

·         Examine one’s professional practices in light of issues and concerns raised in the larger societal debate on multiculturalism.

 

·         Identify directions for action (personal or professional) congruent with beliefs, values, and insights held.

 

 

 

COURSE READINGS / TEXTS

1

Webster, Y.  (1997). Against The Multicultural Agenda:  A Critical Thinking Alternative. Westport, CT. Praeger Press

2

Rosenblum, K. & Travis, T. (2005) The Meaning of Difference (44d Ed.). Boston: McGraw-Hill.

3

Spring, J. (2004) Deculturalization and the Struggle for Equality. NY: McGraw-Hill

4

Cortes,  (200 ) The Children Are Watching

5

Readings available at Bailey-Howe Library on-line plus videos

 

Articles to be distributed in class and on reserve at B-H Library

 

 


 

 

COURSE DESCRIPTION

 

Critical analysis of social, historical, and philosophical dimensions of multiculturalism.

Examination of identity, empowerment, and justice and their relationships to educational/social policies and practices.

 

This education course focuses social justice through nine key themes:

 

Privilege

Positionality

Principles

Power

Participation

Pluralism

Prejudices

Perspectives

Partiality

 

These P’s will act as our tools for a critical analysis of social, historical, and philosophical dimensions of multiculturalism, whether examining curriculum revision, classroom pedagogy, teacher training, intercultural communication theory, and cultural identity development, immigration policy, Affirmative Action, ethnocentrism, gender identity policies or other related topics.

 

Even though cultural diversity has been present on this continent for centuries, some have only recently begun to seriously consider what it means to live in such a society.  For some US citizens, the issues of cultural pluralism, social justice and multiculturalism seen as problematic, a danger to our unity and a drain on our resources.  For others, it is our strength and offers rich opportunities for future greatness.  For many, it offers both personal and professional challenges.  Our educational and social service professions, for example, have had to redefine problems and include new voices and perspectives. We must now respond to demands that previously were either unarticulated or effectively ignored and deflected.

 

A debate rages regarding the place of multiculturalism in the professions and, in a larger sense, in the fabric of our society.  This course will engage these debates.  We will examine the concept of multiculturalism from a variety of discipline perspectives and through many different ideological and cultural lenses.  I hope we all gain greater insight into the meaning of multiculturalism for ourselves and for our work.

 

 

 

 


 

QUOTES THAT REFLECT THE COURSE

 

There is no room in this country for hyphenated Americanism... The one absolutely certain way of bringing this nation to ruin, of preventing all possibility of its continuing to be a nation at all, would be to permit it to become a tangle of squabbling nationalities.                                                                             

                                                                                      Theodore Roosevelt

 

All of our people all over the country—except the pure-blooded Indians---are immigrants or descendants of immigrants, including even those who came over on the Mayflower.                                         

Franklin Delano Roosevelt

 

"When those who have the power to name and to socially construct reality choose not to see you, hear you, whether you are dark-skinned, old, disabled,  female, or speak with a different accent or dialect than theirs,  when someone with the authority of a teacher, say, describes the world and you are not in it, there is  a moment of psychic disequilibrium,  as if you looked into a mirror and saw nothing.

                                                                    Adrienne Rich

 

We must always take sides.  Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented.”

                                              Elie Weisel, Acceptance Speech, Nobel Peace Prize, Oslo, 1986

 

 

The hottest places in Hell are reserved for those who in times of great moral crisis maintain their neutrality.

                                                          Dante Alighieri 

 

 

"The most distinctive mark of a cultured mind is the ability to take another's place, and see life and its problems from a point of view different from one's own."

                                                                     A. H. R. Fairchild

 

 

Because if I am not what I've been told I am, then it means that you're not what you thought you were either.  And that is the crisis.

                                                          James Baldwin, A Talk to Teachers

 

 

"I wonder if we have ever asked ourselves what education means.  To live is to find out for yourself what is true, and you can do this only when there is freedom, when there is continuous revolution inwardly, within yourself. It is only when you are constantly inquiring, constantly observing, constantly learning, you cannot be deeply aware if you are afraid.   So the function of education, surely is to eradicate, inwardly as well as outwardly, this fear that destroys human thought, human relationship and love"                                    Krisnamurti

 

 

 

 

 

 


 

 

ASSIGNMENTS:  (points received divided by total  points possible )

 

1

PARTICIPATION

30

 

2

PERSONAL MEDIA ASSESSMENT  (PMA) & Presentation

20

 

3

CRITICAL ISSUE PAPER (CIP) and  PRESENTATION

40

 

4

MULTICULTURAL JOURNAL AND PAPER (MJ)

20

 

5

NON-TRADITIONAL “EXPRESSIVE ACT” (NTEA)

20

 

*

NON GRADED ASSIGNMENTS (definition, etc, …)

20

 

6

2 BOOKPAPERS  (Cortes v. Rodriguez Video[VID 8231])

                        ( Spring v. Webster) Texts

40

 

7

Bonus points for attending 3 events at 3 pts each plus 1 pt for 3 events

10

 

 

Note: overall total assignments may be altered

 

 

 

1.     Attendance and Participation. (30 points)

 

Everyone should expect to serve as a primary discussant for an article or book on several occasions during the semester.  This will involve presenting based on the DICE Model.

 

*.       Glossary of Terms (non-graded)

Without using any resources, write definitions of the terms distributed in class. Begin by doing the first term in-class and complete the rest at home.  Then check a reliable source and record its definition of the terms you were assigned.

Hand-in:       Definitions Sheets of terms operational (hand-out) and researched definitions for 3-4 terms of your choice.  A one pages reflecting on the following 3 questions

Pick 3-4 of your definitions. How similar or different are your definitions from those you researched?

How do you account for the similarities or differences?

 

What are the criteria for defining the “correct” definition that you use?

 

 (Oral)  Come to class ready to share one of your comparisons.

 

2.       Personal Media Assessment (PMA)   ()

Personal  Media  Assessment         

The goal of this individual project is for you to develop awareness and understanding of your own socialization concerning a culture and to present this information on the learning process to the class. Also, it will provide insight into using media as a tool for teaching critical analysis skills.  This text, The Children Are Watching, will help you with the project.

 

Personal Media Assessment (PMA)  

OUTLINE:  One page outline of your proposal due 5  February    

 

1.       Briefly explaining choice and plans to collect information(s)

2.                 Tell your thoughts so far as what you think you will find.

3.                 Ask any questions you have.

Final Paper:  grid and paper of 3 pages due March 4

 Select from these six or suggest alternative:

      Television Series                     News

Music Television         Talk Show

Video Games

Movies or Documentaries

     (Alternative)     

* Collect data of the types (who), the quality (where & how) and amount (when) each of these issues or populations are presented.  A simple system of numbers, checks, plus and minus will do. See grid handout for a template. You should watch approximately 2-3 hours of material.

 

 

 

KEY QUESTIONS FOR PMA:

1

 Examine the media for the following:

 

      - What generalizations, if any are made and Do they contribute to stereotypes (+/-)? 

      -  What depictions or labels used, if any?  Labels = terms that are assumed to be

          understood within the dominant culture to represent individual or group, such as

          liberals or jocks” or  humor = Parody?  Caricature?  Mockery?

 

2

Having assessed the above items address the following three questions: 

 

    Does the media support social justice, dominant cultural norms or reinforce       

     inequality/privilege systems or challenge them?

    Who benefits from the presentation or who does the format privilege or marginalize?

    What emotions, if any does the media attempt to evoke and does it succeed with you?

PMA PAGE FORMAT

 

 

3 pages of text beyond specific data grid)

Paper should cover the questions stated above and the four structural points listed below:

    1.  Give specific examples to support opinions

    2.  Supported opinions using course materials and materials are accurately referenced.

    3.  Attempts are made to apply models or theories.

   4.  Work to make links to the readings and your thinking to give viable explanations of your findings which demonstrates critical analysis of the media and course material?  

How much to look at?     Estimate depends on format?  (approximately 120 – 180 minutes)

 


 

3.         Critical Issue Paper - Topic Outline due 29 Jan / paper due April 22

 

Outline for Critical Issue Paper (CIP) [Due January 29 ] = 5 points

Outline (one page) of the proposed Final paper is to be handed in by third class. Each point listed should be covered labeling each point as a heading. 

A

Name(s)

Date

B

Title or Theme with definition

C

One paragraph on the importance multicultural knowledge area you are exploring. Why this topic?

D

One paragraph on the issue [What, When, Who, Where, etc.] and the questions or topic area your paper will explore.

E

Give me information on the sources of information you might want to use and how you will you select them? Or ask me questions regarding ideas for sources.

 

Critical Issue Paper (CIP)  Due 22 April = 30 points

CONTENT:

It should be 8-9 pages without references. You are expected to have 5 journal or research sources beyond the class material.

Paper will be an examination of the issues in U.S.A. context. The paper should address questions in the sections below.

Please label these 6 sections in your paper.

1

DESCRIPTION:   What are the issues raised?  Clearly define the topic for me and your framework for the topics.

2

THEMES: How do the ideas you are exploring relate to themes developed in class/readings specifically?  What are the contrasting/opposing positions regarding this issue? 

3

POSITIONALITY:  How does your own set of P’s impact you as author/research?  How did it inform your choice and focus?

4

APPLICATION: Are there issues/perspectives which you found that enable you to examine your professional world in new and/or useful ways?

5

Recommendations for future learning for yourself. Suggest a plan for your future learning on this topic.  Tell what would happen, your reason for each event/activity and the outcome you expect to come from them.  Part of the grading is on it being practical

6

Annotated Bibliography: [pages do not count for the total].  Author, last name, first name.   Title.  Date of work, Publisher or Produces and location of publisher (city, state or site address)

 


 

3 cont.        Critical Issue Presentation  (5 points)

CIP Presentation Evaluation Criteria:

 

Presentation in class (10 minutes) is the graded portion (due April ). There should be three parts to the presentation.  You are free to be as creative as you wish.

(1) What is the issue/topic?

 

(2) What have been some of the responses to the issue? 

 

(3) What recommendations would you make to us? 

 

What is the nature/scope of problem at the level you are dealing with?  Is it local, national, global?

 

Who decides the responses?

What influenced (P’s) you to select the recommendations you propose?

What are its dimensions? Yours will include and exclude specifically:  (e.g., class, ethnicity, gender, sexual orientation, age, disability)?

Who implements the responses?

Who might appose your recommendations and for what reasons?

What are two different views (ideological or cultural) of it?

 

Who evaluates the responses success

Who would support your recommendations and for what reasons?

 

CIP Oral Points

 

Speaker was able to clearly define his/her viewpoint

 

Speaker used examples and/or data to support his/her position

 

Speaker demonstrated knowledge of the material

 

Speaker was able to clearly define his/her viewpoint

 

 

 


 

 

4.    Mini-Journals and Paper   (5 + 5 + 10 = 20 points)

      Journals are 1 entry per class (1-2 pages each) and a final paper (2 pages)

This journal has one entry each class (1-2 pages each) which can be hand written and a final paper typed (2 pages) due 29 April

For the first journal focus on your m/c background and experiences; books/videos/etc. you have found important in terms of your reasons for enrolling; goals, fears, and expectations.

For each of the other entries, reflect on current class materials through P’s or models

 

Which of the P’s are useful and the reasons.

What issues are being raised for you inside or other side or class? 

Are you responding: emotionally, cognitively and historically to the issue? 

In what ways are you being challenged, supported, annoyed, and confused or ____ (choose the appropriate word)? 

 

 

PAPER: 10 points

This is a personal analysis drawing on course experiences and not a summary of readings and discussions.  These journals are in February & March.

 

Overview:

Paper

Journals for Classes...

Date Due

Journal Set 1

January 22 & 29

February 5

Journal Set 2

Feb. 12, 19, 26, & Mar 4

March 18

 

FINAL PAPER

Final paper

April 29

 

The final paper should draw together themes and questions from your previous journals. You will reference and/or comment on readings/videos/experiences of particular importance to theme(s) you find in your overall journal.  The paper is due April 29.  It should speak to three points.

A

Your overall review of your journal entries for common themes across your entries. 

B

Your reflections on the journaling as a process

C

How do the P’s fit or not fit with what you have found in the review?

 

5   Non-traditional Expressive Act (NTEA)  (Pairs or Triads project)  (20 points)

      (Inspired by Gardner’s “multiple intelligences”)

Students should employ a mode of expression other than that used in the traditional academic paper to address a multicultural theme examined in this course. In addition, please submit a 1 page (maximum) discussion of the goals of your NTEA. Your grade will be based on NTEA as original work for the class, organization in presenting and responsiveness to the assignment but not on the artistic quality of the act. You need to stay within the time limit. Have fun with this and stretch yourself. There will be 1-3 presented each week beginning about the week 6 of class (February 19).

 

Your “act” should show insight and understanding and reflect originality and effort.  Your paper (1 pages) should include the following, with the bulk focused on items 3 and 4:

NTEA PAPER

 

(1)   explanation of its purpose(s) and hoped for outcome(s)

 

(2)   reflection on the meaning to you of this assignment like this to you or as an educational tool

 

 

 

 

 

6.    2 Authors Papers:  20 points   (Cortes v. Rodriguez[VID 8231])    ( Spring v. Webster)

 

The first paper (Cortes v. Rodriguez[VID 8231])is due February 19  and this paper may be rewritten.  The rewrite must be submitted within two weeks of the date on which the original paper is returned to you.  The original paper must be resubmitted with the revision.  The paper’s final grade will be the higher of the two grades given. The second paper is (Spring v. Webster) due March 18.

 

 

This paper is a 4 pages in which you are to compare and contrast the texts.  Explain your viewpoints on the two texts.  Since I have read/seen the work you do not have to give an overview. However, you need to support your answers clear with examples:

 

 

 

 

1

What are the authors in relationship to the P’s? What are similarities and differences between the two people’s P’s?

 

 

2

How are the author’s views similar or different in their views of other multiculturalist we have read?  Please be specifc and give clear references.

 

 

 

3

What are the strengths and weaknesses of the author’s viewpoints / ideas?

 

 

 

*   Class Review Paper ( RP) (Due last class meeting)

Comment on the course using Model of Multicultural Education or P’s and stated coure goals from the syllabus.  This is not a graded assignment.

1-2 pgs

 


                                                                                                      

Expectations of Written Work:

Guiding Questions for Evaluating Written Work

Ř       Please type  all papers and double-space all papers over one page.

 

Does the writer:

 

1

Present a clear, focused thesis? 

 

2

Present ideas in an orderly and effective way? 

 

3

Use of proper grammar, spelling, etc.

 

4

Provides appropriate substantiation (e.g. examples, research findings,   references to readings, videos or discussions) for generalizations or conclusions made?

 

5

Demonstrate an understanding of the course concepts through their use?

 

6

Cite sources properly?[ APA style: http://library.uww.edu/GUIDES/APACITE.htm]

 

7

Answer the questions asked clearly.

 

 

 

 

 

Alternative Paper Option [Due  third class meeting]

 

Format

You are free to propose an alternative format for assignments 2 & 3, but it must be in writing with your suggestions for evaluating your final product (So I have specific details to consider for grading you.). 

 

 

GENERAL

COURSE ISSUES

Overall:

Students are expected to be on time and prepared for class discussions and presentations.   Individuals are expected to be actively involved in the class.  Class works to provide a climate of open and productive interactions through active listening, respectful questions and self-reflection.  The goal is to support an awareness of self and others and further develop our critical thinking.

 

Policy on late papers 

Unless arrangements are made prior to the due date, papers are due at the beginning of the class period or by request via e-mail by 11:30 PM that day.  Late papers will be lowered one grade and must be submitted by the next class. Thereafter, the paper may not be accepted.

 

Special Needs or Situations: Students with special needs should inform the instructor so that arrangements can be made.  Special situations that conflict with class attendance are to be discussed in advance.  Instructor can be reached by phone or e-mail.

 


 

POLICIES

 

 

Academic Integrity Policy

It is one of our responsibilities as students and faculty at UVM is to be familiar with and adhere to the University’s Code of Academic Integrity http://www.uvm.edu/~cses/?Page=ah.html&SM=ahmenu.html.  Offenses against academic honesty are defined in this policy as “any acts which would have the effect of unfairly promoting or enhancing one's academic standing within the entire community of learners.”  The University has policies regarding 4 standards of academic integrity and their violations (plagiarism, fabrication, collusion, and cheating).

 

Attendance & In-Class Participation: One of the goal of a seminar course is to have active and informed discussion..  For that to happen all students are expected to be present, prepared, and involved in every class.  We will work together to construct and maintain for an environment that supports the participation of all students.  More information about class participation is provided under Course Requirements.

 

In the event you miss a class, please let me know about your circumstances as soon as possible (prior to class whenever possible by e-mail ).  You are still responsible for information covered during that class and assignments due or given out. You are expected to make arrangements to submit any assignments due on time, and to have a classmate take notes and collect class materials for you.  Please be sure you understand the material covered and contact me at the next class if you have questions.

 

While I acknowledge that absences (due to illness, injury, or personal emergencies) are unavoidable, multiple absences may negatively impact your grade.  If you miss half the class meetings or more you are likely to not pass the course for the semester.

 

Format and Submission Procedures for Written Assignments: Unless otherwise noted, all papers should be typed, on white paper and labeled with:  your  name, Assignment Title,  Due Date, and Semester/Course (EDFS 322).  You do not need to a separate title page.  Label sections heading if given.

 

APA Format is relied upon in this class for citations, references, and other aspects of professional writing (this is the style of writing most often used in the HDFS discipline).  You are expected to become familiar with the key elements of this style as needed by reviewing the current Publication Manual of the American Psychological Association (APA Manual), available in Bailey-Howe Library’s Reference Section.

 

 

 

 

Format and Submission Procedures for Written Assignments:

Hard copies and e-mail attachments of all assignments are required.  For hard copies, please staple  all pages together (do not fold over or paper clip pages).  If you cannot submit a hard copy an  emailed copy can be used. NOTE:  e-mail attachments, the name of your file is important!  Please convert your file to Rich Text Format and name it as above with .RTF as the extension.  (If you are unsure how to do this the UVM computer helpline can tell you .)

 

 

JOURNAL DETAILS:

The purpose of journal entries is two fold:

 

First, is to have you reflect on the readings, hand-outs and films in a more structured and personal manner.  The hope is to stimulate active reflection and analysis.

 

Secondly, is to have you connect your readings to your experiences directly. 

Assessment:

1

Writing makes links between personal thoughts and course material.

Writing demonstrates that material has been critiqued and/or questioned.

2

Material presented addresses your stated points.

3

Writing shows personal reflection on both cognitive and affective levels

4

Material is NOT assessed for any agreement with a particular position or viewpoint

 

BONUS EVENTS:  (3 events at 3 pts each plus 1 point for attending 3 events = 10 pts)

Label event attended event in your Blue Books: Tell me What it was, When and where it happened, and 3-5 sentences on why you picked it in relation to the course.

 

REFERENCING:   (see UVM policy on academic honest, especially plagiarism)

If you have questions consult:  Publication Manual of American Psychological Association, 6th Edition.  American Psychological Association (APA).  Washington, DC. 

 


 

 

Particular Needs or Situations:

Student with particular needs should inform the instructor in writing so that arrangements can be made.  Special situations that conflict with class attendance or work are to be discussed in advance .  Instructor can be reached by phone or e-mail.

 

 

 

GRADING:

Total points earned as a percentage of the total possible points will be used to determine your grade in the course on the following scale:

            A = 90-100%

            B = 89-80%

            C = 79-70%

            D = 69-60

            F = 59 - 0

              +/- Grading: based on overall final points if necessary             

                Plus/Minus Grading Scale:

A

90-100% 

C

74-77%

B+ 

88-89%

C-

 70-73

B

84-87%

D+ 

68-69%

B-

80-83

D

60-67%

C+

78-79%

E

below 60%

 

NOTE:  Missing more that 1/2 or more f the course may result in a F for the course.

 

 

 

THE CHALLENGE OF MULTICULTURALISM FOR EDUCATIONAL

AND SOCIAL INSTITUTIONS EDFS 322  

NTEA PAIRS SIGN-UP SHEET

 

SPRING 2008

 

 

Date

Name

Needs if known

1

 

 

 

 

 

 

 

 

 

 

NTEA EVALUATION CRITERIA

 

 1 page paper

The "act" should draw on the .  It should show insight and understanding,  reflect originality and organization, and incorporate appropriate intelligences (#5).  The grade will be based on the criteria below and not on the  artistic quality of the "act."  Students may submit a self-assessment that will be combined equally with our assessment.

 

An NTEA of the highest quality:

1) Exhibits an understanding of a multicultural theme that reveals conceptual  and analytical depth.

 

2) Is organized clearly and logically (for the particular NTEA).

 

3) Makes effective use of the time available (stays within time frame).

 

4) Is original work done for this class.

 

5) Employs "intelligences" other than the dominant two (verbal/linguistic and  logical/mathematical) in a thoughtful manner.

 1 Page Paper

(1)  )  explanation of its purpose(s) and hoped for outcome(s)

 

(2)  explanation of its (NTEA) use in educational practice as you see it.

 

 

 

NTEA EVALUATION CRITERIA

 

 

The "act" should draw on the .  It should show insight and understanding,  reflect originality and organization, and incorporate appropriate intelligences (#5).  The grade will be based on the criteria below and not on the  artistic quality of the "act."  Students may submit a self-assessment that will be combined equally with our assessment.

 

An NTEA of the highest quality:

 

1) Exhibits an understanding of a multicultural theme that reveals conceptual  and analytical depth.

 

2) Is organized clearly and logically (for the particular NTEA).

 

3) Makes effective use of the time available.

 

4) Is original work done for this class.

 

5) Employs "intelligences" other than the dominant two (verbal/linguistic and  logical/mathematical) in a thoughtful manner.