Sadker, M. & D.  (1994).  Failing at fairness: How our schools cheat girls.  New York: Touchstone.

*STUDENT PERFORMANCE REQUIREMENTS:

Attendance, preparedness and active participation.  Regular class attendance is important and expected.  Students are responsible for all materials used in class, as well as for any announcements concerning course policy and important dates. 

Written reflections:  Using understandings from Dewey as a frame of reference, class members will prepare at least five written reflections or journal entries in which each critically examines the democratic nature and orientation of her/his classroom, school or other work place.  These reflections should include:

(1)    the extent to which the individual’s classroom (school, workplace) reflects democratic processes as outlined in Education and Democracy;

(2)    specific examples to support conclusions arrived at in (1), and

(3)    how understanding of Dewey has contributed to understanding of one’s role as an educator.

The idea here is to turn the spotlight of creative reflection on one’s own work – as well as on the larger trends in our educational system -- using Dewey’s theoretical framework

On-line communication among class members:

Each class member will email to all members of the class an interesting/relevant resource, website, or article found on the Internet which supports the notion of democratic education today or which sheds light on the pedagogy of democratic education.

Book Review Presentation:

Class members in groups, will read, review, and present to the class in “fishbowl format” their understandings of the democratic education concepts and methods, and the historical events discussed by Freire and Horton in We Make the Road by Walking.  Other readings may also be assigned by the instructor.

Democratic Research Action Project:

Based on the class discussions, class members in groups of 3 to 4 persons will collaboratively develop and present a democratic research/action project which applies democratic education principles in their schools to inform and create change in educational practice and foster a more democratic, caring and just society.  This critical step in defining and proposing action is the translation of ideas generated from class discussion and reflection into action possibilities beyond the Chapman classroom and usually at the school site level.  Projects must be developed in consultation with the instructor.   Action research is performed in an actual classroom or school, and can entail the use of surveys, interviews, videos, photos, etc. 

ATTENDANCE AND OTHER CLASS POLICIES

Class Attendance policies are determined by each instructor and shall be included on the course outline distributed during the first week of each class.  The university recommends as a minimal policy that students who are absent 20% of the course should be failed.

CHAPMAN UNIVERSITY COLLEGE

ACADEMIC WRITING STANDARDS

Specific writing standards differ from discipline to discipline, and learning to write persuasively in any genre is a complex process, both individual and social, that takes place over time with continued practice and guidance.  Nonetheless, Chapman University has identified some common assumptions and practices that apply to most academic writing done at the university level.  These generally understood elements are articulated here to help students see how they can best express their ideas effectively, regardless of their discipline or any particular writing assignment.

Venues for writing include the widespread use of e-mail, electronic chat spaces and interactive blackboards.  Chapman University is committed to guaranteeing that students can expect all electronic communication to meet Federal and State regulations concerning harassment or other “hate” speech. Individual integrity and social decency require common courtesies and a mutual understanding that writing--in all its educational configurations--is an attempt to share information, knowledge, opinions and insights in fruitful ways.

Academic writing (as commonly understood in the university) always aims at correct Standard English grammar, punctuation, and spelling.

The following details are meant to give students accurate, useful, and practical assistance for writing across the curriculum of Chapman University College. 

Students can assume that successful collegiate writing will generally: 

·         Delineate the relationships among writer, purpose and audience by means of a clear focus (thesis statements, hypotheses or instructor-posed questions are examples of such focusing methods, but are by no means the only ones) and a topic that’s managed and developed appropriately for the specific task.

·         Display a familiarity with and understanding of the particular discourse styles of the discipline and/or particular assignment.

·         Demonstrate the analytical skills of the writer rather than just repeating what others have said by summarizing or paraphrasing

·         Substantiate abstractions, judgments, and assertions with evidence specifically applicable for the occasion whether illustrations, quotations, or relevant data.

·         Draw upon contextualized research whenever necessary, properly acknowledging the explicit work or intellectual property of others.

·         Require more than one carefully proofread and documented draft, typed or computer printed unless otherwise specified.

DOCUMENTATION

Any material not original to the student must be cited in a recognized documentation format (APA, ASA, MLA or Chicago-style) appropriate to the particular academic discipline.  For quick reference to documentation standards for various fields you may refer to: www.chapman.edu/library/reference/styles.

 Deliberate use of information or material from outside sources without proper citation is considered plagiarism and can be grounds for disciplinary action.  See the explanation of Academic Integrity below.

ACADEMIC INTEGRITY

As a learning community of scholars, Chapman University emphasizes the ethical responsibility of all its members to seek knowledge honestly and in good faith.  Students are responsible for doing their own work, and academic dishonesty of any kind will not be tolerated. "Violations of academic integrity include, but are not limited to, cheating, plagiarism, or misrepresentation of information in oral or written form.  Such violations will be dealt with severely by the instructor, the dean/center director, and the standards committee.  Plagiarism means presenting someone else's idea or writing as if it were your own.  If you use someone else's idea or writing, be sure the source is clearly documented." Other guidelines for acceptable student behavior are specified in the Chapman University College Catalog.

ACADEMIC WRITING GUIDE

Student’s Name________________________________ Instructor _______________________________

Paper Assignment ______________________________Course Title______________________________

 (Instructor: Read the entire paper through then reflect on its merits employing the following criteria. Our goal is to provide guidance to the student progressively in order to improve the quality of his or her writing.)

N S W = Needs Significant Work,                     D = Developing                     WD = Well Developed

OVERALL RATING

If this version of the paper is to receive a grade, the grade is_______.   Instructor______ Date ______

 AMERICANS WITH DISABILITIES ACT STATEMENT

Any personal learning accommodations that may be needed by a student covered by the “Americans with Disabilities Act” must be made known to the instructor as soon as possible.  This is the student's responsibility. Information about services, academic modifications and documentation requirements can be obtained from the director of the Center for Academic Success at the Orange Campus at 714-997-6828 or from the director of a Chapman regional campus.

QUICK ACCESS TO THE ON-LINE CHAPMAN LIBRARY RESOURCES

                http://www.chapman.edu/library/

SELECTED BIBLIOGRAPHY

See “supplemental texts”