SYLLABUS

MENTORSHIP HONORS PROGRAM

FALL 2005

Theresa Garfield tguadian@accd.edu

Wk: 921-5375

Office Hours: W or by appointment Office: GE 235D

Mariana Ornelas mornelas@accd.edu

Wk: 921-5018 /Hm: 732-1306 Office: GE 233

Office Hours: M&W 1-3, T/R 2-5

Website address: www.accd.edu/pac/mentorship.htm

Mentorship Courses:

IDST 2370.101 & 103 Individual, Family and Community

Course Description: This course will examine the history, basic questions, major theories and significance of the social behavioral sciences. The course will focus on the scientific understanding of the individual, family and community. Three hours credit

IDST 2371.101 &103 Society and Social Issues

Course Description: This course will examine the history, causes and implications of selected social and institutional issues such as change, ethnicity, gender, and social conflict. Emphasis is on the making of informed, rational and moral decisions as citizens. Three hours credit.

Course Objectives:

1. To implement an on going Mentorship Program under the auspices of the Honors Courses Program
2. To provide direct community interaction between Palo Alto College and neighboring schools
3. To provide a structure for Palo Alto College students to participate in a mentoring format for their professional and/or professional development

Course Text:

There is no required textbook for this course. Students will select readings from a book list (included in this syllabus). Supplemental readings will be distributed during the semester and/or placed on reserve in the PAC library.

Course Expectations:

Students enrolled in the Honors Mentorship Program will be expected to fulfill the following:

1. Meet with mentees as scheduled.

2. Attend group sessions as scheduled.

3. Complete required writing assignments. See attached guidelines for written work. All written work should be turned in to your mentoring instructor.

Course Assignments:

Please make sure to proofread your assignments for spelling/grammatical errors. Assignments with pervasive errors will receive a grade reduction. A good practice is to allow someone else to proofread your assignment. Assignments must contain original work by the student. They may not be plagiarized. Assignments requiring individual participation must not be done collaboratively. Assignments that require group participation must be done collaboratively.

Grading:

A: 90-100 points

B: 80-89 points

C: 75-79 points

D: 70-74 points

F: 69 points and below

Course Evaluation:

The student will receive a total of 100 points for the semester.

20 points- One Response Essay

24 points- Mentoring Journal (3 at 8 points each)

45 points- Final Portfolio

11 points- Participation and attendance

Tentative Class Schedule

Date	Class Topic	Assignment Due
8-25-04	Introduction
8-30-04	Meet at PAC
9-1-04	Meet at PAC
9-6-04	Meet at Palo Alto Elementary
9-8-04	Field Experience –first working session with students
9-13-05	Field Experience
9-15-05	Field Experience
9-20-05	Field Experience
9-22-05	Field Experience	Journal One Due
9-27-05	Meet at PAC
9-29-05	Field Experience
10-4-05	Field Experience
10-6-06	Field Experience
10-11-05	Field Experience
10-13-05	Field Experience	Response Essay Due
10-18-05	Field Experience
10-20-05	Field Experience	Journal Two Due
10-25-05	Field Experience
10-27-05	Field Experience
11-1-05	Field Experience
11-3-05	Field Experience
11-8-05	Field Experience
11-10-05	Field Experience
11-15-05	Field Experience
11-17-05	Field Experience	Journal Three Due
11-22-05	Bob Hope closed for Thanksgiving Holidays
11-29-04	Field Experience
12-1-05	Last day of class. Party with Students
12-6-05 2:45-4:45 in GE 242	Final Exam –Reflective Session	Portfolios Due

Written Assignments:

You are expected to turn in well-written assignments that are legible and grammatically accurate. Most of you enrolled in this course are future teachers; therefore, you must be able to write proficiently. All papers must have a works cited section in MLA format of all sources used. Take your papers to be checked for grammar, spelling, and punctuation at the English Language Center, Social Sciences 105 Assignments that do not address the required contents and are poorly written will receive significant point deductions. All assignments must be written using a word processing program. A font less than 12 points will not be accepted.

Guidelines for Written Work

1. Personal Journal: Your journal is informal writing which represents the unique connections you are making between pedagogic theory and actual classroom practice. You will be expected to do one journal entry after each mentoring session. Journals will be collected five times during the semester so your instructor has an opportunity to respond to your ideas. Your journal will be the basis of your final reflection for the course in which you reflect on the mentoring experience as a whole.

2. Essays: You will be required to write one essay during the course. Each essay must be typed and a minimum of three pages long. Because these essays are considered formal academic writing, correct grammar, spelling and punctuation are required.

3. Topics for Writing: Your essay must include one of the following options:

A) Read and correlate two books

B) Read and respond to one book and correlate it to one film.

Attached to the syllabus is a list of suggested books and films related to the mentoring experience and education in general. You may choose from these titles, but you do not need to feel limited by this list. If you wish to select a book or film not on the list, you need prior approval from your instructor.

Your essay, which discusses either a film or a book, should focus on the following questions:

a) What are the key ideas about education/mentoring evident in the film or book?

b) What do these ideas suggest about the nature of schools and schooling and/or teaching/learning?

c) How might you connect the ideas in the book or film with your mentoring experience, other readings you have done, and/or your own experiences as a student?

d) What is the single most valuable insight you discovered in the film or book?

e) Would you recommend this book or film to other mentoring students? Why or why not?

Suggested readings and films for the Mentorship Program attached at end

Final Portfolio

This portfolio will be a snapshot of your experience with your mentees. You are required to conduct a pre and post IRI test with your students and include these in the portfolio. More direction will be given at the beginning of your semester. A reflection on each student’s progress is to be included in this portfolio. Each reflection should be at least 2 pages in length. You will be required to turn in examples of students’ work and three lesson plans. Each of the portfolio components is considered formal writing. Therefore, all uses of Standard English apply.

IRI- 5 points each student pre/post test (10 points total)

Reflection of writing mentoring 2 at 5 points each (10 points total)

Reflection 5 points each second grade student (10 points total)

Lesson Plans- 3 lessons at 5 points each (15 points total)

Suggested Readings for the Mentorship Program and Response Essay

*Adler, Mortimer	The Paideia Proposal: An Education Manifesto
Barzun, Jacques	Teacher in America
Bettelheim, Bruno	On Learning to Read
*Bettelheim, Bruno	The Uses of Enchantment
*Brown, Rexford G.	Schools of Thought: How the Politics of Literacy Shape Thinking in the Classroom
Chall, Jean	Learning to Read
*Chall, Jean	Reading Crisis
Chapman, Gary and Ross Campbell, MD	The Five Love Languages of Children
*Coles, Robert	The Call of Stories
Fader, Daniel	The Naked Children
*Flesch, Rudolf	Why Johnny Can’t Read
*Flesch, Rudolf	Why Johnny Still Can’t Read
*Freedman, Samuel	Small Victories: The Real World of a Teacher, Her Students, and Their High School
*Gardner, Howard	The Unschooled Mind: How Children Think and How Schools Should Teach
*Gardner, Howard	The Disciplined Mind
*Goodman, Paul	Growing Up Absurd
Grant, Gerald	The World We Created at Hamilton High
Herndon, James	The Way It Spozed to Be
Herndon, James	How to Survive in Your Native Land
*Hirsch, E.D.	Cultural Literacy
Holt, John	Freedom and Beyond
Holt, John	How Children Fail
*Holt, John	How Children Learn
Holt, John	Teach Your Own
* Holt, John	What Do I Do Monday?
*Illich, Ivan	Deschooling Society
*Kidder, Tracy	Among School Children
*Koch, Kenneth	Rose, Where Did You Get That Red? Teaching Great Poetry to Children
Kohl, Herbert	I Won’t Learn From You
Kohl, Herbert	Thirty-six Children
Kozol, Jonathan	Amazing Grace: The Lives of Children and the Conscience of America
Kozol, Jonathan	Death at an Early Age
*Kozol, Jonathan	Illiterate America
Kozol, Jonathan	Resurrection
Lightfoot, Sara L	The Good High School
Lopate, Phillip	Being with Children
*McLane, Joan B	Early Literacy
McLaren, Peter	Life in Schools
Olsen, Laurie	Made in America: Immigrant Students in our Public Schools
Paley, Vivian	White Teacher
Paley, Vivian	You Can’t Say You Can’t Play
*Postman, Neil	The End of Education
Postman, Neil	Teaching as a Conserving Activity
*Postman, Neil	Teaching as a Subversive Activity
*Rose, Mike	Lives on the Boundary
Rose, Mike	Possible Lives
Sarason, Seymour B	Are You Thinking of Teaching?
Sizer, Theodore	Horace’s Compromise: The Dilemma of the American High School
*Sizer, Theodore	Horace’s School: Redesigning the American High School
*Smith, Frank	Insult to Intelligence: The Bureaucratic Invasion of Our Classroom
Smith, Frank	Joining the Literacy Club
Warner, Sylvia Ashton	Teacher
Welsh, Patrick	Tales Out of School
Wiggington, Eliot	Sometimes a Shining Moment: The Foxfire Experience

Suggested Films for Response Essay

The Breakfast Club Anna and the King

Bowling for Columbine Varsity Blues

Children of a Lesser God Mona Lisa Smile

Conroy To Sir with Love

Dangerous Minds Stand and Deliver

Dead Poets’ Society Sister Act II

Educating Rita School Ties

Finding Forrester Renaissance Man

Good-Bye, Mr. Chips Remember the Titans

Good Will Hunting Thirteen

Higher Learning The Prime of Miss Jean Brodie

I Am Sam Pay it Forward

Kindergarten Cop Music of the Heart

Lean On Me Mr. Holland’s Opus

Little Man Tate