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Courses

New Faces

American demographics are constantly shifting, and classrooms are filled with students from across the world. The opportunity to learn about other cultures has never been greater, and as our classrooms become more international, this is more and more relevant. This class aims to introduce strategies that allow teachers to better incorporate students from other cultures into the classroom through research-supported strategies. The children of immigrants are bringing to our classrooms new and formidable challenges for teachers, but when teachers are presented with the right techniques, all students can feel at home in our schools. 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


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

  • 10/8/18 - 1/8/19
  • 12/11/18 - 3/12/19
  • 2/12/19 - 5/14/19
  • 4/9/19 - 7/9/19
  • 6/11/19 - 9/10/19
  • 8/13/19 - 11/12/19
  • 10/8/19 - 1/14/20
  • 12/10/19 - 3/10/20

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.

Face-to-face 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 tab for specific university information as well as course numbers which are specific to the university partner. 

Students are to purchase their own textbook, the information for which can be found here.  Most courses require a book but some do not, so check the list for your specific course. If no book is required it will be specified. 

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.