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Courses

New Faces

Teachers across America are looking into the eyes of new faces. Demographic shifts are both informing and alarming, and assure that classroom teachers will be seeing ‘new faces’ in ever growing numbers. This will be true as long as this great country offers hope and opportunity to the world; they will keep coming, both legally and illegally. The children of immigrants are bringing to our classrooms new and formidable challenges and now is the time to prepare to meet those challenges. This course has been designed to provide skills and knowledge that will empower the classroom teacher to meet the needs of ‘new faces,’ and at the same time improve the educational opportunity for all students.

 

Carlow University ED 633 • Madonna University EDU 5960.28 • Notre Dame College ED 624 D • The College of Saint Rose EDC 699

The required text for this course is Lives in Limbo; Undocumented and Coming of Age in America, Roberto G. Gonzales  ISBN:978-0-520-28726-6.


Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 12/10/19 - 3/10/20
  • 2/11/20 - 5/12/20
  • 4/14/20 - 7/14/20
  • 6/9/20 - 9/8/20
  • 8/11/20 - 11/10/20
  • 10/13/20 - 1/12/21
  • 12/8/20 - 3/9/21

Course Schedule

Scranton, PA

  • July 27-31

Session/Module 1: Immigration Issues

Contents:

  • Initiate a perspective on immigration
  • Define immigration
  • Identify issues associated with immigration

Session/Module 2: Stereotypes and Myths

Contents:

  • Develop a relationship between stereotyping and myths
  • Identify myths associated with an immigrant
  • Review the U.S. Census Bureau demographics

Session/Module 3: History of Immigration

Contents:

  • Identify trends that predict present and future immigration growth
  • Recognize via law immigrant rights
  • Complete an overview of the history of immigration
  • Complete an analysis of Plyer vs. Doe

Session/Module 4: Cultural Issues

Contents:

  • Differentiate between "individualism" and "collectivism"
  • Name values associated with individualism and collectivism
  • Address the issue of how much assimilation is essential

Session/Module 5: Research and Analytical Theories

Contents:

  • Review research "bullets" regarding immigration
  • Study three theories that can be used to analyze newcomer educational issues
  • Reach three important generalizations

Session/Module 6: Assimilation Blocks

Contents:

  • Identify blocks to newcomer assimilation

Session/Module 7: Parent Involvement

Contents:

  • Identify sources of miscommunication between newcomer parents and school personnel
  • Identify guidelines for developing Newcomer Parent Involvement Programs

Session/Module 8: Culture/Value, Ethnicity, and Social

Contents:

  • Differentiate among "ethnic," "culture," and "social"
  • Use the differentiation to analyze newcomer issues
  • Complete an "attitude" survey

Session/Module 9: Teachers as Researchers

Contents:

  • Develop an understanding of Action Research
  • Revisit the "Cross Culture Parent/Teacher Conference"
  • Articulate a question regarding assimilation of newcomers

Session/Module 10: Meeting the Challenges

Contents:

  • Review what has been covered during this course
  • Consider the primary challenge immigration creates
Objectives
  • Create a perspective on immigration
  • Create a definition of immigration
  • Analyze issues associated with immigration
  • Assess the relationship between stereotyping and myths
  • Analyze myths associated with an immigrant
  • Examine the U.S. Census Bureau demographics
  • Deduce trends that predict present and future immigration growth
  • Produce an overview of the history of immigration
  • Compile an analysis of Plyler vs. Doe
  • Differentiate between “individualism” and “collectivism”
  • Compare and contrast values associated with “individualism” and "collectivism”
  • Justify how much assimilation is essential
  • Critique research “bullets” regarding immigration
  • Compare and contrast three theories that can be used to analyze newcomer educational issues
  • Distinguish blocks to newcomer assimilation
  • Relate sources of miscommunication between newcomer parents and school personnel
  • Incorporate guidelines for developing Newcomer Parent Involvement Programs
  • Differentiate among “ethnic,” “culture,” and “social”
  • Use the differentiation of ethnic, culture, and social to analyze newcomer issues
  • Complete an attitude survey
  • Characterize the benefits of Action Research
  • Review the Cross Culture Parent/Teacher Conference
  • Articulate a question regarding assimilation of newcomers
  • Produce a product to assimilate course information.
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.