Education and Racism

EDCP420
EDUCATION AND RACISM
Fall 1998
1121 Benjamin

Instructor: William Sedlacek
1101B Shoemaker
Phone: 4-7687
email:ws12@umail.umd.edu

Teaching a Course on Racism Using the Internet (A Paper on the History and Teaching of this Course)

Date	Topic	Assignment
Aug 31	Introduction & definitions	Article 1
Sep 7	Labor Day-no class	-
Sep 14	Why Racism persists	articles 2&3
Sep 21	Using DiversityWeb-CLASS MEETS AT 4PM in 1410 Computer & Space Sciences Building	-
Oct 5	Meet in Small groups What is Racism? Topic 1-Higher Education Admissions- Art-Soc 3211 Velma Cotton, x53283,vc46@umail.umd.edu Topic 2-Diversity Programs- Art-Soc 3221 Chris Liang, x58787,c1139 Topic 3-Affirmative Action- Tawes 0131 Sonja McKenna, x4-7692,sm258@umail.umd.edu Topic 4-Bilingual Education- Tawes 0138 Juan Regalado, x4-7752,jcregala@wam.umd.edu	PAPER DUE
Oct 12	Higher Education Admissions	-
Oct 19	Diversity Programs	-
Oct 26	Affirmative Action	Racism Logs check DUE
Nov 2	Bilingual Education	-
Nov 9	Debate on Higher Education Admissions	-
Nov 16	Debate on Diversity Programs	-
Nov 23	Debate on Affirmative Action	PAPER DUE Topic 1
Nov 30	Debate on Bilingual Education	PAPER DUE Topic 2
Dec 7	Review	PAPER DUE Topic 3
Dec 14	Final Exam	Racism LOGS DUE, PAPER DUE Topic 4

Course Assignments

1. What is Racism? paper (20%). 5 to 8 pages of text (doublespaced paper, with 10 to 20 references, at least 5 of which have internet addresses(URL's). Use references and organize your logic to reach a definition that makes sense to you. Paper should be posted on class website to be turned in. Due, Oct 5.

2. Racism Log (20%). Note examples of racism throughout semester from personal experience, media, class, the ineternet etc. Include a discussion of each incident which includes the following: Describe the incident (include a copy of article or other reproducable material where appropriate) Why is it racism? What was your reaction to the incident? Best logs would include examples of different kinds of racism, from a variety of sources. Logs will be kept confidential. DUE, Oct. 26 (1st check), and Dec. 14

3. Debates (20%). Each person will be assigned to a debate topic as part of a group. That group will prepare for a debate to be held in class, developing both the pro and con sides with students being randomly assigned to either side on Oct. 5. Debates will take place as follows: Opening Argument;Pro-20 min. Rebuttal; Con-15 min.,Pro-15 min. Pro may only rebut opening argument, non Con rebuttal. Summary; Pro-15 min.,Con-15 min. Questions from class;20 min. Debates should include all group mambers, maek use of a variety of resources, including at least 6 internet sites in addition to those noted in class studyguides. Use of witnesses, audiovisual or creative materials, computer presentations etc. are encouraged to receive top grade. Each class member not involved in the debate will provide commenst on the debate through the class website and give feedback to the instructor on which side did the best job of presenting, taking into account which side had the toughest case to make and ignoring one's own position. Comments on debates are DUE one week after each debate and are a REQUIREMENT.

4. Debate Written Report (20%). Each side of each debate will complete a written report to be posted on the class Website. The report should include the arguments and counterarguments covered and develop the logic for the pro or con position taken by the group. References should be evaluated and discussed. Each internet site employed should be evaluated using the format discussed in AITS training session. This is a single report for the group. DUE 2 weeks after each debate.

5. Final exam (20%). Will be short answer and essay format, covering all material covered in class including debate content. Will follow exam schedule and be held on DEC. 14

Articles

1. Sedlacek, W.E. (1995) Using research to reduce racism at a university. JOURNAL OF HUMANISTIC EDUCATION AND DEVELOPMENT. 33,131-140.
2. Westbrook, F.D. & Sedlacek, W.E. (1991) Forty years of using labels to communicate about nontraditional students: Does it help or hurt? JOURNAL OF COUNSELING & DEVELOPMENT. 70, 20-28
3. Hill,M.D. & Sedlacek, W.E. (1994) Discrimination on campus: Using a campus newspaper to defend a lawsuit. Counseling Center Research Report # 8-94. University of Maryland, College Park, MD.