COURSE TITLE: Introduction to Community Education

COURSE NUMBER: 310-112 -002 CREDITS: 3 Undergraduate

PLACE: Merrill G47 TIME: Mondays, 4:30-7:10 p.m.

INSTRUCTOR: Ian Harris OFFICE: Enderis 555

OFFICE HOURS: Mondays 2:00-4:00 p.m,

E-MAIL: imh@csd.uwm.edu OFFICE PHONE: 229-2326

DESCRIPTION: This course will describe in depth the Community Education program of the Department of Educational Policy and Community Studies. It will contrast this program with other community education programs, discuss the history of community education, and present latest developments in this field.

The objectives of this course are:

To discuss the history of community education

REQUIREMENTS: Students will be expected to attend all classes. Students who miss four or more classes will fail the course unless they communicate to the instructor why these absences are necessary, and with the instructor's permission make up additional work in the form of reports on some of the reading material included in the bibliography.

Classes will be based upon a seminar format. Participation is an important part of this course. Students will be expected to take part in all class discussions; reflect understandings from readings; receive alternative perspectives in a constructive, professional, and respectful manner; listen well to the comments of others; share and negotiate meaning; ask questions for understanding; and contribute to the growth of others.

310-112

Page 2

Students will be expected to read 2 books:

All students will also be required to write three papers:

All papers should be a minimum of 3 typewritten pages.

For your book report and your review of selected articles: First summarize the book or article; then criticize it (or evaluate); finally add some observations of your own. Did you like the book? If so, why? If not, why not? Describe how the book or article relates to the central themes of this course. Try to relate the book to your own experiences.

Academic Misconduct: The University has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors.

Accommodation for Religious Observances: Students will be allowed to complete examinations or other requirements that are missed because of a religious observance.

Grade Appeal Procedures : A student may appeal a grade on the grounds that it based on a capricious or arbitrary decision of the course instructor. Such an appeal shall follow the established procedures adopted by the department, college, or school in which the course resides. These procedures are available in writing from the respective department chairperson or the Academic Dean of the College/School.

310-112

page 3

Grades: Grades will be twenty-five percent from each paper, and twenty-five percent for classroom participation.

Incompletes A notation of "incomplete" may be given in lieu of a final grade to a student who has carried out a subject successfully until the end of a semester but who, because of illness or other unusual and substantiated cause beyond the student's control, has been unable to complete some limited amount of term work. An incomplete is not given unless you prove to the instructor that you were prevented from completing course requirements for just cause as indicated above.

Participation by Students with Disabilities: If you need special accommodations in order to meet any of the requirements of this course, please contact the instructor as soon as possible.

Sexual Harassment: Sexual harassment is reprehensible and will not be tolerated by the University. and threatens the careers, educational experience, and well-being of students, faculty, and staff. The University will not tolerate behavior between or among members of the University community which creates an unacceptable working environment.

BIBLIOGRAPHY FOR COMMUNITY EDUCATION

Arndt, et al. Community Education, Principles and Practices from World Experience. (University of Chicago Press 1959.

Bennet, Austin. Reflections on Community Development Education. (Orono, Maine: Northeast Regional Extension Public Affairs Committee, Bulletin #576, 1973).

Berridge, Robert I., Stephen L. Stark and Philip T. West. Training the Community Educator: A Case Study Approach. (Midland, Michigan: Pendell Publishing Co., 1977).

Biddle, William and Lourlide Biddle. The Community Development Process. (New York: Holt, Rinehart and Winston, 1965).

Boyd, John. Community Education and Urban Schools. (London: Longman, 1977).

Cary, Lee J. (ed.) Community Development as a Process. (Columbia, Missouri: University of Missouri Press, 1970).

Decker, Larry E. Community, Educational, and Social Impact Perspectives, University Press of America, 1983.

Denise, P. And I. Harris. Experiential Education for Community Development. New York: Greenwood Press, 1989.

310-112

page 4

Franklin, Richard. Toward the Style of the Community Change Educator. (Washington, D.C.: National Institute of Applied Behavioral Science 1969).

Freire, Paulo. Pedagogy of the Oppressed. (New York: Herder and Herder, 1972).

Harvard Educational Review. Volume 59, #4, November 1989. Special - Issue "Community-Based Education - Part I.

. Volume 60, #1, February 1990. Special Issue - "Community-Based Education" Part II.

Havelock, Ronald and Mary Havelock. Training for Change Agents. (Ann Arbor, Michigan: University of Michigan, Institute for Social Research, 1974).

Horton. A.I. The Highlander Folk School: A History of its Major Programs, 1932 -1961. Brooklyn, NY: Carlson Publishing.

Kaplan, Michael H. and John W. Warden (eds.) Community Education Perspectives: Solutions from the Community Education Journal. (Midland, Michigan: Pendell Publishing Co., 1978).

Kozol, Jonathan. Free Schools. (Boston: Houghton Mifflin, 1972).

Midwinter, Eric. Patterns of Community Education. (London: Word Lock, 1973).

Minzey, Jack D. and Clarence R. Olsen. "Community Education: An Overview," in The Role of the School in Community Education. H. Hickey and C. Van Vorhees, (eds). (Midland, Michigan: Pendell Publishing Co., 1969).

and Clyde E. LeTarte. Community Education: From Program to Process. (Midland, Michigan: Pendell Publishing Co., 1972).

Newmann, Fred H. Education for Citizen Action. (Berkeley, California: McCutchan Publishing Corporation, 1975).

Olsen, Edward G. School and Community. (Englewood Cliffs, N.J.: Prentice Hall, Inc.), 1957.

(ed). The School and Community Reader. (New York: MacMillan Co., 1963).

Parson, Steve. Emerging Models of Community Education. (Midland, Michigan: Pendell Publishing Co., 1977).

Poster, C. D. Community Education: Its Development and Management.

310-112

Page 5

Poster, C.D. & A. Kruger, Community Education in the Western World. (London: Routledge, 1990).

Reimer, Everett. School is Dead. (Garden City, N.Y.: Doubleday and Co., 1972).

Peter-Raoul, M. L.R. Forcey & R.F. Hunter Yearning to Breathe Free: Liberation Theologies in the U.S. (Maryknoll, NY: Orbis Books, 1990).

Seay, Maurice F. and Associates. Community Education: A Developing Concept. (Midland, Michigan: Pendell Publishing Co., 1974).

Totten, W. Fred and Frank J. Manley. The Community School. (Galien, Michigan: Allied Educational Council, 1969).

Warren, Roland L., Truth, Love and Social Change. (Chicago: Rand McNally and Co., 1973).

EMPOWERMENT EDUCATION

COMMUNITY EDUCATION AT UWM

310-112

page 6

CONVENTIONAL COMMUNITY EDUCATION

Nov. 29 Different models of Community Education

Dec. 6 The Future of Community Education

ASSIGNMENT: What is Community Education?

DO NOT LET A STATEMENT GO BY THAT YOU DO NOT UNDERSTAND OR DO NOT AGREE WITH.