This course examines global relationships, conditions, and challenges and considers implications for citizenship education across the curriculum.
This course is interdisciplinary in nature. Participants come from a variety of program areas, specialize in different academic subjects, and work with students of various ages, developmental levels, and sociocultural backgrounds. To benefit from our diversity, each of us will need to relate the broader concepts presented in class to our own particular circumstances, and vice versa. Additionally, since we can’t teach what we don’t know, we will continually move back and forth between information for us, as adults, and information for children and adolescents.
|Dates:||January 25-30, 2022|
|Format:||Virtual: Course to take place via Zoom and Canvas.|
|Location for on-site courses:||Panzer Strasse, Army Education Center, Bldg. 2915, 4th Floor, Room 402B, Panzer Kaserne, 71032, Boblingen, Germany|
|Hours:||Tuesday - Friday 6:00-9:30 p.m. CET;|
|Saturday 2:00-10:00 p.m.,|
|Sunday 2:00 p.m.–10:00 p.m. CET|
|Last day to enroll or drop without penalty:||December 27, 2021|
|Name||Ms. Lowell Tilden|
|Office address/location||Panzer Strasse, Army Education Center, Bldg. 2915, 4th Floor, Room|
|Office hours||Monday – Friday 0930 – 1700|
|DSN and CIV phone||DSN: 596-3304 or CIV: 49-(0)9641-70-596-3304|
|Course Professor:||Kristy Brugar|
|Address:||820 Van Vleet Oval, Room 114,|
|Professor availability:||The professor will be available via email to students before and after the class sessions. Face to Face office hours are half an hour before and after each class session, by appointment.|
Student materials are available at the OU Bookstore Website at https://ou.textbookx.com/institutional/index.php. The website has book selling, renting, buying, returning, and order tracking capabilities. If you need help with an order, or if you have any questions contact the toll-free phone at 1-(855)-790-6637, agents are available from 9a – 5p (EST) Monday – Friday. Text prices are available online.
Materials posted on the OU Canvas learning management system: Access Canvas at https://canvas.ou.edu , enter your OU NetID and password, and select course to access material. If you require assistance with Canvas, please click on the Help icon. You can search the Canvas guides, chat with Canvas support, or contact OU IT.
“Global education involves learning about those problems and issues which cut across national boundaries and about the interconnectedness of systems—cultural, ecological, economic, political, and technological. Global education also involves learning to understand and appreciate our neighbors who have different cultural backgrounds from ours; to see the world through the eyes and minds of others; and to realize that other people of the world need and want much the same things” (Tye & Kniep, 1991, p. 7).
EDSS 5343 explores existing problems and possibilities within our global society and asks how we, as educators, might teach about these vital factors. As a result of this course, you should better understand:
· Global relationships, disruptions, and possibilities (regarding social and environmental diversity, democracy, equity, community, and sustainability);
· Global (citizenship) education across the curriculum (How to educate about these factors);
· Your personal philosophical, theoretical, and practical views regarding global education.
Week 1 Video Link: https://www.ted.com/talks/taiye_selasi_don_t_ask_where_i_m_from_ask_where_i_m_a_local?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare
Note: If you choose to read the course articles and chapters posted on Canvas using an iPad or some other handheld device, make sure to use an app that will allow you to highlight and make notes. This will aid you greatly in the in-class discussions.
I= Individual assignment G= Group assignment
Attendance and Participation (30 points) (I)
Prompt and regular attendance is required. Each student’s presence and participation in every class is essential to the success of the class. Students will receive credit per class session; points will not be awarded to students who are absent or tardy for any part of the session. Active participation in discussions is expected. Active participation is identified as attending and preparing for class, initiating, sharing and responding to experiences, ideas, and observations about social studies content. One can only participate if he/she is in attendance; as a result, these two items are linked.
Exploration into Global Education (20 points) Select one of the following two projects to complete:
1) Interview three teachers about their instruction. Identify three teachers that you consider exemplary in your content area or preferred age level. Interview them about their beliefs about teaching and learning, and how they support global education ideas learned throughout the course. Summarize what you learned about each teacher. Compare and contrast what they say. Critically reflect on their views in relationship to class readings & discussions.
2) Review research on teaching strategies/activities/classroom routines and structures in your content area. Choose a content area that you are teaching/plan to teach. Find at least 10 research articles about global education with your area of interest in mind (e.g., global education with elementary learners). For each article, summarize and draw conclusions about similarities and differences across articles.
3) Design An Instructional Unit focused on Global Education/Issues
Develop a ten-day unit plan that focuses on ideas and understandings in global education for K-12 students. Select a grade level and content that best fits your needs as a graduate student. Further information of structure and elements will be provided in class.
Philosophy (20 points; draft 5 points and final 15 points)
Students will write a philosophy statement or creed about their beliefs about global education, teaching, and learning. This will be written in two iterations. The first draft (5 points) will be written at the beginning of the semester to establish students’ initial ideas and feelings about global education, teaching, and learning. The second draft (15 points) will be written at the end of the semester and reflect students’ ideas and feelings about global education, teaching, and learning based on course experiences and course readings. In addition, students will write a reflection to accompany this second it iteration in which students will identify and explain the changes from the first to second draft using evidence from the course.
Reading Responses (10 points X 3 = 30 points)
Student will read, summarize the argument, and critique/react to the argument of readings three prior to face-to-face meetings.
This is a letter-graded course: A, B, C, D, or F.
|Attendance (online and face-to-face) & Participation||Ongoing||30|
|Exploration into Global Education||February 16 by 11:59pm||20|
|Reading Responses (3)||January 10 by 11:59pm January 17 by 11:59pm January 24 by 11:59pm||30|
|Philosophy||January 25 (draft in class) (5) January 30 by 11:59pm (final) (15)||20|
Notice: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.
Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies.
Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.
If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.
Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.
OU faculty will submit grades online through ONE not later than 30 days after the course end date. Course end dates are approximately one calendar month after the final seminar date on this syllabus and are provided on the official scheduling website for reference.
Academic Integrity and Student Conduct
Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort.
Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html
Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/
The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.
Adjustment for Pregnancy/Childbirth-Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact the professor as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html.
Title IX Resources
For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at firstname.lastname@example.org or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html
Extended Campus (also and formerly known as Advanced Programs) policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are e/mailed to the professor for the course. Neither duplicating services nor office supplies are provided.
Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.
For more information about OU Extended Campus, visit our website at: http://www.goou.ou.edu/
Statement on Respect
The classroom should provide a safe learning environment where students can express their views without fear of reprisal. That freedom of expression must be balanced by demonstrated respect for other’s viewpoints and appropriate and reasonable sensitivity, especially within the context of scholarly disagreement. Disrespectful or uncivil dialogue (including, but not limited to, personal attacks, insults, or harassment) will not be tolerated.
It is important for students to be fully present during class to fully benefit from lectures, discussions, and experiential assignments. Class sessions may not be tape-recorded. All telephones and pagers should be turned off or placed on silent mode. Computers may not be used during class. Students who require an exception to this policy should discuss exceptional circumstances with the professor.
· 2012 Ph.D., Michigan State University, E. Lansing, MI
· 1996 M.Ed., Secondary Education, The George Washington University, Washington, D.C
· 1994 B.A., History, The University of Michigan, Ann Arbor, MI
· 2020-present Chair, Department of Instructional Leadership and Academic Curriculum, University of Oklahoma, Norman, OK
· 2018-present Associate Professor, Jeannine Rainbolt College of Education, University of Oklahoma, Norman, OK
· 2014-2018 Assistant Professor, Jeannine Rainbolt College of Education, University of Oklahoma, Norman, OK
· 2012-2014 Assistant Professor, College of Education Wayne State University, Detroit, MI
· 2007-2012 Teaching Assistant & Research Assistant, College of Education, Michigan State University, E. Lansing MI
· 2002-2012 Special Lecturer, Department of Teacher Development and Educational Studies & Department of Professional Development, Oakland University, Rochester, MI
Frequently Taught Extended Campus (Advanced Programs) Courses
· ILAC 5003, Models of Instruction
· ILAC 6960, Learning and Technology
Major Areas of Teaching and Research Interest
· Social Studies Teaching and Learning
· Interdisciplinary Instruction
· Visual Literacy in Social Studies
· Teacher Professional Development
Representative Publications and Presentations
Roberts, K.L. & Brugar, K.A. (2021) Beyond the grades: Students’ processing of informational social studies texts. Journal of Social Studies Research, https://doi.org/10.1016/j.jssr.2021.05.005
Brugar, K.A. & Whitlock, A.M. (2020). Explicit and implicit social studies: Exploring the integration of social studies experiences in two elementary classrooms. Canadian Social Studies, 51 (2), 2-21.
Brugar, K.A. & Whitlock, A.M. (2020). Thank you, Reviewer 2! You got us thinking about . . .
Curriculum and Teaching Dialogue 22(2), 287-290.
Hill, C. A. & Brugar, K.A. (2020) Dreamland Burning (p. 103-114). In V. Malo-Juvera and P. Greathouse (Eds.), Breaking the taboo with young adult literature. Lanham: MD: Rowman & Littlefield.
Roberts, K.L., Meyer, C.K., Brugar, K.A., & Jimenez, L.A. (2020), Integrative and illustrative: Multimodal acquisition, comprehension, and composition. Middle School Journal,51(4), 9-17.
Whitlock A.M. & Brugar, K. (2020) Revisiting Woods Runner: Introducing the A.R.C. rubric to evaluate narratives for the social studies classroom. Iowa Journal of Social Studies, 28(1), 139-157.
Brugar, K.A. (2019) Inquiry by the book: Using children’s nonfiction as mentor texts for inquiry. The Social Studies, 110 (4), 155-160.
Brugar, K.A. & Whitlock, A.M. (2019) “I like . . . different time periods:” Teachers and historical fiction.
Social Studies Research and Practice, 14(1), 78-97.
Meyer, C.K., Mahalingappa, L., & Brugar, K.A. (2019) Thinking inside the box: Using graphic novels to support English Language Learners in the social studies classroom (p. 311-325). In L. C. de Oliveira, K. M. Obenchain, R. H. Kenney, & A. W. Oliveira (Eds.), Approaches to teaching the content areas to English Language Learners in secondary schools. New York: Springer International.
Whitlock, A.M. & Brugar, K.A. (2019) “Snack Time” social studies: Observations of social studies instruction in unstructured spaces. Journal of Social Studies Research, 43(3), 229-239 DOI: 10.1016/j.jssr.2018.09.007
Brugar, K.A. (2018). Exploring human rights and civic action through children’s trade books (p. 67-82).
In J.C. Clabough and T. Lintner (Eds.), No Reluctant Citizens: Teaching Civics in K-12 Classrooms. Charlotte, NC: Information Age.
Brugar, K.A. (2018) “We don’t have students color maps anymore . . .” A survey of social studies teachers use of visual materials. Journal of Visual Literacy, DOI: http://dx.doi.org/10.1080/1051144X.2017.1397380
Brugar, K.A. & Roberts, K.L. (2018). Challenges in reading informational texts: Reading the words and the world. Journal of Social Studies Research, DOI: 10.1016/j.jssr.2017.02.001
Brugar, K.A. & Whitlock, A.M. (2018) How “social studies” are the social studies skills? An analysis of the essential social studies skills and strategies. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, DOI: https://doi.org/10.1080/00098655.2017.1418129
Brugar, K.A. (2017). Picturing social studies (p. 223-226). In S.G. Grant, J. Lee, K. Swann (Eds.) Teaching social studies: A methods book for methods teachers. Charlotte, NC: Information Age.
Brugar, K.A. & Clabough, J.C. (2017). A life-long quest for justice: Exploring Korematsu v. United States with the inquiry arc. Middle Level Learning, 60, 2-12.
Brugar, K. A. & Roberts, K. L. (2017). Seeing is believing: Promoting visual literacy in elementary social studies. Journal of Teacher Education, 68(3), 262-279. DOI: 10.1177/0022487117696280
Brugar, K.A., Roberts, K.L., Jimenez, L.M., & Meyer, C.M. (2017). More than mere motivation: Learning specific content through multimodal narratives. Literacy Research and Instruction, 1- 26. DOI: 10.1080/19388071.2017.1351586
Brugar, K. (2016). 30 for 30: An inquiry into sports documentaries to engage in social history. The History Teacher, 49(2), 285-299.
Brugar, K. (2015). Children as civic agents. Social Studies and the Young Learner, 27(4), 5-10.
Brugar, K. (2015). Clashing cultures in conversations: Engaging students in the study of the convergence of three civilizations. The Councilor, 76(1), 1-11.
Brugar, K.A. (April, 2021). "I Would Be Interested to Know...": Fifth-Grade Teachers' Participation in Social Studies Professional Development. American Educational Research Association, virtual.
Brugar, K.A., & Roberts, K.L. (December, 2020). “The British were jealous”: Using verbal protocol to understand fourth graders’ processing of text. College and University Faculty Assembly, virtual.
Roberts, K.L., & Brugar, K.A. (December, 2020). Promise of process: Verbal protocol as a method for exploring 4th Graders’ construction of meaning from social studies texts. Literacy Research Association, virtual.
Brugar, K. & Savage, D. C. (November, 2019). Standing and up walking out: Teacher activism in action.
College and University Faculty Assembly, Austin, TX.
Whitlock, A. M. & Brugar, K.A. (November, 2019). Is this a good book to use? Evaluating historical fiction. National Council for the Social Studies, Austin, TX.
Brugar, K. & Whitlock, A.M. (June, 2019). Damn you, Johnny Tremain!: Questioning the uses of historical fiction. Elementary Social Studies Education Summit, University of North Carolina- Wilmington.
Whitlock, A.M., Brugar, K. Payne, K., Kenyon, E. (June, 2019). University Resources for Resistance.
Elementary Social Studies Education Summit, University of North Carolina-Wilmington.
Roberts, K.L. & Brugar, K.A. (April, 2019). Process and product: Fourth graders making meaning of social studies texts. SIG-Research in Reading and Literacy. American Educational Research Association, Toronto, ON, Canada.
Brugar, K.A., & Roberts, K.L. (December, 2018). Reading the world: Multimodal access points to critical literacy in social studies. Research into Practice session. College and University Faculty Assembly, Chicago, IL.
Roberts, K.L., Brugar, K.A., Jimenez, L.M., & Meyer, C.K. (December, 2018). Comprehending and composing history with graphic novels. Literacy Research Association, Indian Wells, CA.
Brugar, K.A. (August, 2018). Graphic novels and content area curriculum. Marantz Picturebook Research Symposium, Kent State University School of Information, Kent, OH.
Roberts, K.L., Jimenez, L., Meyer, C.K., & Brugar, K.A. (December, 2017). Graphic novels as a bridge to historical learning. Literacy Research Association, Tampa, FL.
Whitlock, A.M. & Brugar, K.A. (November, 2017). Teaching elementary social studies during snack time and in other unstructured spaces. College and University Faculty Assembly College and University Faculty Assembly, San Francisco, CA.
Brugar, K.A. (April, 2017). Teaching in the visual world: Pre-service elementary teachers use of visual materials in social studies. Division K: Teaching and Teacher Education. American Educational Research Association, San Antonio, TX.
Brugar, K.A. & Whitlock, A.M. (April, 2017). Stealth integration: An examination of curricular integration of elementary school teachers. American Educational Research Association, Social Studies SIG, San Antonio, TX.
Brugar, K. & Roberts, K. (December, 2016). Developing pedagogical content knowledge in content-area literacy. Literacy Research Association Annual Meeting, Nashville, TN.
Brugar, K.A. & Roberts, K.L. (December, 2016). Inquiring minds: Pre-service teachers reading, writing, and researching history through multi-genre projects. College and University Faculty Assembly College and University Faculty Assembly, Washington, D.C.
Brugar, K.A. & Whitlock, A.M. (December, 2016). How “social studies” are the social studies
skills? An analysis of the Essential Social Studies Skills and Strategies. College and University Faculty Assembly College and University Faculty Assembly, Washington, D.C.
Brugar, K.A. (December, 2016). Picturing global citizenship: Teacher candidates document notions of citizenship. International Assembly of the National Council for the Social Studies, Washington, D.C.
Representative Honors and Awards Received
· Robert L. and Nan A. Huddleston Presidential Professor of Education (2018)
· Early Career Award, College and University Faculty Assembly, National Council for the Social Studies (2017)
· Jeannine Rainbolt College of Education, Summer Research Grant Amount Awarded (2017, 2015)
· Junior Faculty Award, JRCOE (2016)
· The Geography Teacher Best Content Article, Navigating maps to support comprehension: W
When textbooks don’t have gps. (2015)
· Oklahoma State Regents for Higher Education, Building collaboration among Oklahoma history teachers (2015-2016)
Major Professional Affiliations
· American Educational Research Association
· College and University Faculty Assembly
· Literacy Research Association
· National Council for History Education
· National Council for the Social Studies