Endicott+College+Syllabus

= Endicott College Participants: =

This page is for all Hopkinton educators; as well as any educators from other districts who enrolled in the Endicott College course for 6 credits.
===========================================================================================================

**Below is the full syllabus, updated since our first meeting. It can also be downloaded from this link:** [[file:Ecuador_Galapagos Course Syllabus.doc]]
​.

**__ Course Syllabus __** : // Ecuador & The Galápagos Islands //// Study Tour // **__ Endicott College __** 376 Hale Street Beverly, MA 01915 ** Van Loan School of Graduate and Professional Studies **

**Course Credits:** 6 Graduate Credits (90+ hours)
 * Course Number: EDGS **
 * Course Title: ** Global Studies: Ecuador & The Galápagos Islands
 * Faculty: ** Mary Ann DeMello
 * Specific Dates of the Course: **
 * Complete Study Tour Program Dates: Monday, Nov. 19, 2012 – Monday, April 1, 2013
 * Contribution to the wiki or other online collaborative spaces will be ongoing throughout the dates of the course.


 * Travel Dates: Wed. Feb.13, 2013 – Saturday. Feb. 23, 2013
 * Mandatory Pre-Tour Meeting dates:
 * Tuesday, Nov. 27, 2012
 * Wednesday, Dec. 19, 2012
 * Wednesday, Jan. 9, 2013
 * Tuesday, Jan. 29, 2013
 * Mandatory Post-Tour Meeting dates:
 * Wednesday, March 26, 2013 (Dinner Meeting)
 * Course Structure: ** Times vary: Course is a combination of mandatory face-to-face classes and online work along with self-directed coursework. The on-tour program is rigorous and inclusive. (See attached itinerary.) Participants are expected to be independent thinkers and inquisitive in their approach to this course and study tour program.

The mission of the Ecuador/ Galápagos Study Tour is to provide an experiential professional development opportunity in which educators gain a greater understanding of the history, culture and nature of Ecuador and the Galápagos Islands. Additionally, course participants will investigate the art, traditions, geography, economy, and scientific significance of this South American country, while exploring the educational system of Ecuador. Pre-tour activities will include lectures, readings, and multimedia resources to provide students with a foundational understanding of the educational, economical, geographical, social, and cultural aspects of Ecuador and the Galápagos Islands. Once on-tour, students will visit several different environments including a cloud forest, a rainforest, a dry forest, and of course the unique habitats of the volcanic islands that make up the Galápagos Islands. Time will also be spent making cross-cultural connections with locals in the Amazon when teaching in a school and conducting meaningful community service to support the educational system. Post-tour meetings and requirements include the development of lessons and/or units to bring important content and perspectives into their own classrooms as educators. Pre-tour, on-tour and post-tour activities and assignments give educators a formal framework for supporting and processing the experiential learning that takes place during the study tour.
 * Course Description: **

** HOPKINTON PUBLIC SCHOOLS STUDY TOUR ** // Ecuador and the Galápagos Islands // Coursework Overview:6 CREDITS


 * __ MEETING DATES __**


 * __ Pre-tour __**** : Tour preparation, meetings, and research **** (Approx. 15 hours) **

Five after-school workshops Daniel Fernandez, Archaeologist, native Peruvian, and Wayland Middle School Teacher // Ecuador and the Galápagos Islands //// : History and Indigenous People // Time & Location: 4:30pm – 6:30pm HMS Library
 * __ Tuesday, Nov. 27th : __

Katie Redmond and Jennifer Watt BBC Video Mary Ann DeMello Time & Location: 4:30pm – 7:30pm HMS Library
 * __Wednesday, Dec. 19th:__
 * // Overview of Ecuador and the Galápagos Islands //// – Travel Logistics Part 1 //
 * // Galápagos: The Islands That Changed the World //
 * // Wiki Overview and Pre-Tour Lesson Share //

David Ljundberg, Elementary Principal, Elmwood Public Schools // Traveling Ecuador and the Galápagos Islands // Time & Location: 4:30pm – 6:30pm HMS Library
 * __Wednesday, January 9th :__

Miscellaneous Video Segments Mary Ann DeMello Time & Location: 4:30pm – 7:30pm HMS Library
 * __Tuesday, January 29th__ __ : __
 * // Ecuador and the Galápagos Islands //
 * // Travel Logistics Part 2: Planning, Packing, and Maximizing the Experience //


 * __ On-tour __**** : (11 days) **
 * Students are expected to actively participate in all required aspects of the on-tour itinerary. On occasion, study tour activities will be offered for which participants may opt out of for physical or emotional limitations.


 * __ Post-tour Meeting __**** : Lesson Share and Reflection (3 hours) **

Location TBD
 * __ Tuesday, March 26, 2013 __ (Dinner Meeting) 4:30 – 7:30pm


 * COURSE OBJECTIVES: **

Participants will:
 * Gain an understanding of the educational system of the host country
 * Further develop core knowledge and deepen an understanding of the relationship people have to their culture, history, and environment, in particular for modern Ecuadorians to their ancient civilizations and to the Galapágos Islands.
 * Gain an awareness of the impact of culture, politics, environment, and education in this uniquely diverse and historically rich country.
 * Prepare themselves and their students to think critically and creatively about environmental issues, medical and health implications, tourism, people/land relationships, etc.
 * Incorporate the experience into engaging lessons that will include 21st Century Skills and a more global perspective of economic factors, educational systems, and cultural drivers.
 * Become increasingly aware of related economies and challenges on a global scale and how the same challenges may be addressed differently in other countries and pass on this awareness to students both inside and outside of classroom walls.
 * Become motivated to share their travel experiences with their learning communities, expressing a desire to empower students to become global citizens as well.


 * MAIN CURRICULUM THEMES/CONTENT: **
 * Nature and the Environment
 * Culture
 * History
 * Educational system
 * Politics
 * Economy
 * Global Awareness
 * Pedagogy
 * 21 st Century Skills

Teaching strategies for this course include research, reflective blogging, analytical writing, use of digital media, and most importantly experiential learning through travel.
 * TEACHING METHODOLOGY: **


 * OUTSIDE OF CLASSROOM GROUP MEETING HOURS DOCUMENTATION REQUIREMENT: **

Much ofthe work done for this course is technically outside of a traditional classroom. The students will be required to participate in 11 days of touring along with a cohort of other educators. The pre-tour and post-tour work is expected to be completed through a combination of meetings, online collaborations, and each student’s own time in a self-directed fashion. There is always immediate support available via phone and email.

The scheduled components of the program are mandatory. Participation in this course is possible only for participants enrolled in the Hopkinton Public Schools Study Tour Program.
 * ATTENDANCE POLICY: **

If you as a student qualify as a person with a disability, as defined in Chapter 504 of the Rehabilitation Act of 1973, you may wish to discuss the need for reasonable accommodations with your instructor. You should make this contact at the beginning of the course.
 * ADA POLICY: **

A University is a community of individuals who voluntarily join together for the purpose of learning. At the heart of this sense of academic community is the idea that the behavior of its members is guided by a shared commitment to the highest standard of academic integrity. Any form of cheating plagiarism or assisting others in acts of dishonesty is a violation of such standards. As a student in this course it is assumed that you pledge that you will neither receive nor give unauthorized assistance during the completion of all my work during this course. You will not engage in plagiarism. (The definition of plagiarism the deliberate presentation, oral or written of words, facts, or ideas belonging to another source without proper acknowledgement.)
 * ACADEMIC HONESTY: **
 * Endicott’s Policy: **

Please be aware of Endicott College’s academic honesty policy. Cheating/Plagiarism (to include the cutting and pasting of unmodified code from the internet) is grounds for failure in the class, and possibly academic dismissal.

www.eftours.com/edresources __ Partnership for 21st Century Skills __ website at: [] Mandatory meetings workshop series Primary Source: []
 * LEARNING RESOURCES: **

** GRADING & REQUIREMENTS OVERVIEW **


 * __ Course Assessments & Due Dates __** : Participants will have various opportunities to demonstrate their understanding of Ecuador and the Galapagos, as well as an opportunity to explain how participation in this program impacts their ability to provide a more global perspective to their own students.


 * __ Writing & Project Expectations __** : Curriculum lessons and units should meet the following criteria:
 * 1) Typed in Microsoft Word or equivalent and readable in Word or as a PDF
 * 2) 12pt. Font: Arial or Times New Roman
 * 3) One Inch margin top, bottom, left, and right
 * 4) Proof assignments for clarity, spelling, grammar, and completion of expectations
 * 5) Adhere to copyright laws


 * 1) **__ Participation __** : (10%) This percentage of your grade is based upon participation in pre/on/post tour discussions with colleagues pertaining to the host country and/or educational practices related to providing a global education. Discussion will occur in both face-to-face and virtual formats.
 * //__Due Date__: Start to end of course// **


 * 1) **__ Pre-tour Media Presentation __** : (10%) Produce a 10 – 20 slide PowerpPoint, Presi, or other media presentation tool highlighting the wisdom you have acquired during the pre-tour activities. This should be suitable to use with your classes and/or with colleagues or for a community presentation. **//__Due Date__: Friday, Feb//. 1, 2013.**

Create 3 KWLs. Begin building an understanding of the host country and preparing for international travel. You should start your pre-tour coursework 10 weeks prior to your tour.
 * 1) ** KWL’s: ** (15%)
 * __ Due Dates: __**** Pre-tour KWLs due Friday, Feb. 1st. Post-tour Completed KWLs due Friday, March 8th. **


 * 1) **__ Blog / Collective Reflections __** : (20%) Generate ongoing reflections of the pre/on/post tour experience. This should be done through the use of a blog, which can be created using websites such as blogspot.com. **//__Due Date__: Wed. March 26, 2013// __Note__: All blog links must be set up and posted to the Wiki during the week of December 3, 2013.**


 * 1) **__ Post-tour Project Options __** : (20%) Be thoughtful so that your project leaves the reader or viewer with questions, a heightened interest in the country, and the desire to learn more. Facts should be used to spark thought and questions.


 * 1) __ Book Option __ : Design, write, publish, and purchase a book documenting your experience.
 * //__ Due Date __//****// : Order should be placed by Friday, March 15, 2013 anticipating receipt of book by Wednesday, March 26, 2013 //** . (Watch for sales/specials which run frequently)


 * 1) __ Video Option __ : Create a video 3-5 minute presentation.
 * __ Due Date __**** : The video should be completed by Wednesday, March 26, 2013. **


 * 1) **__ Create & Share - Curriculum and Presentations __** : (20%) Develop curriculum lessons or units, and presentations for your students, colleagues, and/or community. **//__Due Date__: Wednesday, March 26, 2013//**
 * 2) **__ Synthesis Paper __**** : ** (5%) In a two-page paper, synthesize and reflect upon your pre-tour research and on-tour learning and experiences//.//

**__ ASSIGNMENT DETAILS __** **__ PRE-TOUR, ON-TOUR, AND POST-TOUR REQUIREMENTS __** I have color-coded the assignments to make it easier to see when things are due: Pre-tour - Green On-tour - Red Post Tour - Purple Ongoing - Blue Begin building an understanding and preparing for international travel. You should start your pre-tour coursework 10 weeks prior to your tour.
 * __ Pre-tour work __**


 * 1. __Pre-tour__: Tour preparation, meetings, and research (Approx 20 hours)– ** Showing of all films will be provided after-school from 4:30-7:30.
 * 1) Films, Documentaries, and Exhibits - View various audio and video segments as presented throughout the course. Be prepared to respond to questions as part of an ongoing discussion in a hybrid face-to-face/online environment.

* Discussion questions will be posted in the Wiki.
 * 1) Book / Audiobook Selection – Read the following book and be prepared to actively participate in a discussion* over a 4-6 week period. Ongoing discussion in a hybrid face-to-face/online environment.

// The Queen of Water // by Laura Resau

This novel is based on the true story of Maria Virginia Farinango who was born in an Andean village in Ecuador, Virginia. When she turns seven, she is taken from her village to be a servant to a mestizo couple. This is an inspirational story of a young girl’s challenging journey to self-discovery.

Produce a 10 – 20 slide PowerPoint or Presi presentation highlighting the wisdom you have acquired during the pre-tour activities. This should be suitable to use with your classes and/or with colleagues or for a community presentation.
 * 2. Pre-Tour Presentation ** (10%)
 * Explain why you chose your three KWL topics
 * Identify which books, articles, films, exhibits, etc. that you have utilized and what you gained from each
 * Summarize the pre-tour experience that you recorded in your blog

Create three KWL charts using the template found at the end of this syllabus. Write a topic of interest at the top of each and begin filling in the first two fields: “What I know” and “What I want to know.” You’ll add to this chart during your tour and will complete the “What I learned” field as a post-tour assignment. You will be asked to turn in your partially completed charts before the tour. Each of your KWL topics should fit one the following categories: • Relate to the Massachusetts Common Core Frameworks • Relate to the //Skills Framework for 21st Century Learning// found on the __Partnership for 21st Century Skills__ website at: [] • Focus on a location/attraction/activity of your choice related to Ecuador and the Galapágos Islands • Focus on the education system of Ecuador Choose a minimum of three research sources that relate to your KWL topics. Suggested reading can be found online at [|www.eftours.com/edresources] and additional resources can be found on the Primary Source website. Pre-trip mandatory meetings will also provide information and access to additional resources.
 * 3. KWL chart (part I) **
 * Pre-tour KWL Work **
 * Add to your K and W fields as you read or view these resources.
 * 1) List your sources in your blog.

Complete the What I Learned section of your KWL. Be specific in your work and site resources as appropriate.
 * Post-tour KWL Work **


 * 4. Blog Entries **
 * __ Collective Reflections __** : (20%) Generate ongoing reflections of the pre/on/post tour experience. This will be done through the use of a blog. **//__Due Date__: Ongoing, but blog/reflection requirements close on Wednesday, March 26th.// Consider sharing your blog site with your students, staff, family, and local media.**

__ Blogging Requirements: Total of 18 entries minimum __


 * A blog entry should be made within 48 hours of each Pre-tour meeting (4 entries min.)
 * An entry should be made for each day of the on-tour study tour program (11 entries min.)
 * A minimum of 3 post-tour reflective entries should be made (3 entries min.)

Use your blog to journal steps you take to: __ Note __ : You may write your blog for any audience. The entries should be rich with reflections and transformative thinking. Your journal should capture a range of emotion and depth including:
 * Communicate the educational value of your travel program to parents and students
 * Prepare for the logistics of travel
 * Anticipate challenges and rewards you will gain professionally outside the classroom in an experiential learning environment
 * Record your thoughts as you experience the various aspects of your experience
 * Demonstrating thoughtful reflection of your experience
 * Places visited
 * Impressions of people you meet
 * Observations of locations visited
 * Miscellaneous facts and information
 * Questions you are still asking yourself and perhaps the reader of you blog


 * 5. ** **__Post-tour Project Options__**: (20%) Be thoughtful so that your project leaves the reader or viewer with questions, a heightened interest in the country, and the desire to learn more. Facts should be used to spark thoughts and questions.


 * 1) __ Book Option __ : Design, write, publish, and purchase a book documenting your experience. The book should be a combination of photos and text to capture the on-tour host country experience. The published book should be able to serve as a resource for your students and/or colleagues. Photos should be carefully selected so that they could tell a story even without accompanying words. The book should be a minimum of 7” x 9” softcover book with a minimum of 20 pages, which you should be able to produce for under $20. If you choose to create a larger book or add pages, that is optional. You may use Snapfish, Shutterfly, iPhoto, or any other company to support you in this publication. **//__Due Date__: Order should be placed by Friday, March 15, 2013 anticipating receipt of book by Wednesday, March 26, 2013//**.


 * 1) __ Video Option __ : Create a video 3-5 minute presentation. The video can be a combination of photos and video footage along with music and/or script to capture your experience in the study tour program. **__Due Date__: The video should be completed by Wednesday, March 26, 2013.**

Consider how you will pass on the knowledge you gain through your study tour experience. Schedule a date and time to facilitate a post-tour professional development workshop/ presentation for teachers in your district who did not go on tour with you, for teachers in another district, or at a department meeting - perhaps to share a slide show along with the lessons you develop.
 * 6. Prepare to share **

Now is the time to record your observations and collect artifacts from your travels. On-tour activities will provide a context in which you can begin building a greater understanding of the language, culture and geography of the destination you will visit.
 * __ On-tour work __**

Begin filling in the last field of your KWL charts: “What I learned.” You’ll want to record as much of this information as possible while it’s fresh in your mind.
 * 1. KWL chart (part II) **

During your guided tours and free time, collect a minimum of four artifacts that represent topics of interest to you or your students. These may include, but are not limited to, newspaper articles, taped interviews with locals, transportation information, maps, local market goods, photos of tools, foods, nature, etc. Make a concerted effort to strike up conversations with people living in your host country. Ask questions that can help you to learn more about your selected KWL themes. Consider collecting artifacts to create your own host country Resource Box.
 * 2. Collect artifacts **

Rather than just an overview of what you did each day, focus on what you learned, what surprised you, and what you experienced that may have changed your perspective. You should write about 350-500 words per day, discussing what you learned about your KWL topics and broader topics in general.
 * 4. Maintain a daily journal / blog **

Reflect on your experiences, synthesize your learning and present your findings.
 * __ Post-tour work __**

Finish filling in the final field of your KWL charts: “What I learned.” This is your opportunity to fill in any gaps in learning that resulted from on-tour experience and pre-tour research.
 * 1. KWL chart (part III) **

After completing parts A and B below, share your work and your experience with the colleagues or members of your community that you identified in the //Prepare to Share// phase of your pre-tour preparation. In addition to your lessons for your students (as described below), you must conduct at least one presentation to:
 * 2. Create and share **
 * Colleagues
 * Parents
 * Students (For a group of students as a guest speaker for another teacher. You are encouraged to seek a different school and/or grade level to present your lesson.
 * School Committee
 * A local community group or organization
 * An audience at a local, state, or national conference

Teachers: Create a curriculum unit designed to share your travel experience with students and bring a global perspective to your learning community. You may begin preparing and conducting these lessons at any time; however, //at least one lesson must be a post-tour lesson//. You may choose to conduct a pre-tour lesson and you may even be able to conduct an on-tour lesson using Skype or a similar technology tool. __Please submit your lessons to M. A. DeMello and your principal at least three days prior to conducting the lesson__. Time spent planning and sharing a pre-tour or on-tour lesson counts towards the required 10 hours of post-tour curriculum work. Use your pre- and on-tour assignments to help create the curriculum unit. The curriculum unit should include at least three 45 min. – 1 hour lessons.
 * 3. **** Design a Curriculum Unit for your class **

You may choose to create three lessons that are all facilitated within the classroom walls if that will best benefit you and the majority of your students.

Each of your three one-hour lesson plans must include the following sections: • Subject and intended grade level(s) • Subject matter topics • Essential questions • Lesson objectives • Materials needed • Procedures • Assessments


 * // Note //** : __Administrators__ could instead develop a professional development unit for teachers, particularly revolving around global perspectives, international education systems, or multicultural themes.

In a two-page paper, synthesize and reflect upon your pre-tour research and on-tour learning and experiences: • How did your readings connect with your travels? • Assess the value of incorporating your book(s) or article(s) into your lessons • How can you incorporate your newly acquired firsthand knowledge and artifacts in your classroom? • Evaluate the pre, on, and post-tour experience, including the course requirements, in terms of how it helped you grow as an educator • Share your reflections on classroom learning and experiential learning, using your tour as the example
 * 4. **** Synthesis & Summary Paper **

** KWL Chart **
 * ** Please record what you already __know__ about your destination: ** ||
 * ** What topics related to your destination do you __want__ to learn more about? ** ||
 * ** Reflect on what you __learned__ about your destination country ** ||