Course Descriptions & Syllabi
In my time at Appalachian, I have taught a variety of courses at both the undergraduate and graduate levels. I am including here the courses taught, the description of the course, the semesters each was taught, and the course syllabi for your review. With courses I have taught multiple times, I have submitted only two syllabi for comparison purposes. Hopefully, in reviewing them side by side, you can see the changes made to curriculum, schedules, assessments, etc. to best meet the needs of students. If desired, I am happy to provide additional syllabi for review.
CI 2300 - Teaching & Learning in the Digital Age (2)
This course examines how emerging technologies are transforming our society and schools, as well as the implications these changes have for teaching and learning. Strategies for building students’ critical habits of mind with respect to new technologies and media will be developed in the context of a broad definition of literacy that includes traditional and emerging literacies. As pre-service teachers learn to integrate technology into their teaching and to produce media themselves, the ethical, legal, and pedagogical issues related to technology creation and use will be emphasized. Throughout the course, pre-service teachers will explore the institutional context for the use of technology in schools and will develop skills at identifying and addressing the constraints and contradictions implicit in using technology creatively in public school classrooms.
SEMESTERS TAUGHT: SUMMER 2014
SEMESTERS TAUGHT: SUMMER 2014
ci_2300_summer_2014_ramirez.pdf | |
File Size: | 154 kb |
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CI 3535 - Dominican Republic/Guatemala: A Glimpse of Culture & Issues (1)
Through the International Alternative Spring Experience program, students examine another culture and the various social issues that affect that culture and country through shared readings, discussions, and small group presentations in 4 pre-trip classes and 1 post-trip class. Students are then immersed in a week-long service experience in the Dominican Republic/Guatemala, facilitated by trained student Peer Leaders accompanied by faculty Learning Partners (my role). Purposeful nightly reflections allow students to create the connection between service work and construction of knowledge in the classroom. During the week-long service project, students will learn, work, and live alongside local people in a small, rural village. Activities include working in schools, home construction, road construction, reforestation, and other tasks specific to the community's needs.
SEMESTERS TAUGHT: SPRING 2011, SPRING 2012, SPRING 2014
SEMESTERS TAUGHT: SPRING 2011, SPRING 2012, SPRING 2014
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CI 3900 - Middle Grades Internship (3)
Prospective middle grades teachers are introduced to middle level classrooms and school communities through field experiences
in professional development schools. Observation, participation, and teaching experiences ranging from individual to large group
settings are included. Reflection, analysis, and discussions of practicum experiences are integrated into regularly scheduled seminars.
Students will complete inquiry projects, and participate in interdisciplinary teaming while developing rapport with young adolescents
and examining the context of effective middle level learning environments.
SEMESTERS TAUGHT: SPRING 2010, SPRING 2011, SPRING 2012, SPRING 2014, SPRING 2015
in professional development schools. Observation, participation, and teaching experiences ranging from individual to large group
settings are included. Reflection, analysis, and discussions of practicum experiences are integrated into regularly scheduled seminars.
Students will complete inquiry projects, and participate in interdisciplinary teaming while developing rapport with young adolescents
and examining the context of effective middle level learning environments.
SEMESTERS TAUGHT: SPRING 2010, SPRING 2011, SPRING 2012, SPRING 2014, SPRING 2015
ramirez_ci_3900.pdf | |
File Size: | 646 kb |
File Type: |
CI 3920 - Teaching Diverse Young Adolescents (3)
Prospective middle grades teachers will have the opportunity to learn about the educational implications of the developmental period
of early adolescence. The course focuses on applying what is known about young adolescents to models of effective middle grades
teaching, learning, and schooling. Particular attention is paid to issues of ethnicity, race, gender, class, and ability and how these
factors influence the developmental needs of young adolescents. The role of middle grades teachers in working with family and
community members is also emphasized.
SEMESTERS TAUGHT: SPRING 2010, SPRING 2011, SPRING 2012, SPRING 2013, SPRING 2014
of early adolescence. The course focuses on applying what is known about young adolescents to models of effective middle grades
teaching, learning, and schooling. Particular attention is paid to issues of ethnicity, race, gender, class, and ability and how these
factors influence the developmental needs of young adolescents. The role of middle grades teachers in working with family and
community members is also emphasized.
SEMESTERS TAUGHT: SPRING 2010, SPRING 2011, SPRING 2012, SPRING 2013, SPRING 2014
ramirez_ci_3920.pdf | |
File Size: | 333 kb |
File Type: |
CI 4300 - Literacy, Language, and Culture in the Middle Grades (3)
Prospective middle grades teachers will have the opportunity to learn about the foundational and current issues and methods of
instruction regarding literacy education at the middle grades level. Emphasis is placed on the politics of language and identity,
socio-cultural contexts for adolescent literacy development, diverse literacy learners, and effective instructional strategies. Students
enrolled in the course learn to assess students’ literacy needs and acquire knowledge of a range of practices that support the literacy
development of young adolescents. Prospective middle grades teachers will work with cooperating public school teachers to plan and
implement literacy strategies and assessments in middle grades classrooms.
SEMESTERS TAUGHT: FALL 2010, FALL 2011, FALL 2012, FALL 2013, SPRING 2014, FALL 2014
instruction regarding literacy education at the middle grades level. Emphasis is placed on the politics of language and identity,
socio-cultural contexts for adolescent literacy development, diverse literacy learners, and effective instructional strategies. Students
enrolled in the course learn to assess students’ literacy needs and acquire knowledge of a range of practices that support the literacy
development of young adolescents. Prospective middle grades teachers will work with cooperating public school teachers to plan and
implement literacy strategies and assessments in middle grades classrooms.
SEMESTERS TAUGHT: FALL 2010, FALL 2011, FALL 2012, FALL 2013, SPRING 2014, FALL 2014
ramirez_ci_4300.pdf | |
File Size: | 436 kb |
File Type: |
CI 4450 - Seminar in the Middle Grades: Portfolio Exhibition (1)
Prospective middle grades teachers will be provided technological assistance as they create professional portfolios and prepare
exhibitions. Time will be scheduled for the exhibition and assessment of these products. Emphasis will be placed on fulfilling graduation
and initial licensure requirements as well as the transition to career status.
SEMESTERS TAUGHT: SPRING 2010, SPRING 2011, SPRING 2012, SPRING 2013, FALL 2013, SPRING 2014, FALL 2014
exhibitions. Time will be scheduled for the exhibition and assessment of these products. Emphasis will be placed on fulfilling graduation
and initial licensure requirements as well as the transition to career status.
SEMESTERS TAUGHT: SPRING 2010, SPRING 2011, SPRING 2012, SPRING 2013, FALL 2013, SPRING 2014, FALL 2014
ramirez_ci_4450.pdf | |
File Size: | 311 kb |
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CI 5040 - Teacher as Researcher (3)
This course provides an opportunity for practitioners to explore, using systematic observations and reflection, an area of interest in their professional practice. Teachers will research and solve specific problems in educational settings. The ultimate goal is that the inquiry conducted by the student should lead to an improvement in practice and to an increased understanding of the issues, both theoretical and practical, that arise in the course of conducting research.
SEMESTERS TAUGHT: SPRING 2012
SEMESTERS TAUGHT: SPRING 2012
ramirez_ci_5040.pdf | |
File Size: | 194 kb |
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CI 5045 - Advanced Topics in Diversity (3)
A framework of theories on diversity and multicultural issues is constructed in this course. From these theories, practical applications will be derived. Research focusing on creating productive and equitable learning environments, on best practices collaboration, and on instructional accommodations and modifications will be examined.
SEMESTERS TAUGHT: SPRING 2010, SUMMER 2010, FALL 2010, SPRING 2011, SUMMER 2011, FALL 2011, SUMMER 2012
SEMESTERS TAUGHT: SPRING 2010, SUMMER 2010, FALL 2010, SPRING 2011, SUMMER 2011, FALL 2011, SUMMER 2012
ramirez_ci_5045.pdf | |
File Size: | 191 kb |
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CI 5750 - Teaching Diverse Young Adolescents
This course focuses on issues relevant to teaching young adolescents of varied backgrounds and abilities. Special emphasis will be given to developmentally and culturally responsive instruction and management of diverse classrooms. The various factors that influence young adolescent learning and development and how they impact teaching will be investigated. Other topics include an historical study of multicultural education, students’ ethnic and cultural identity development, and an examination of teacher assumptions, biases, and preconceptions that might influence their work in diverse classrooms. Critical reflection and challenge of current practices related to diverse young adolescents in classrooms, schools, and communities will be fostered.
SEMESTERS TAUGHT: SUMMER 2013
SEMESTERS TAUGHT: SUMMER 2013
ci_5750_summer_2013_ramirez.pdf | |
File Size: | 188 kb |
File Type: |