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New Faces

This course has been designed to provide skills and knowledge that will empower educators to meet the needs of ‘new faces,’ and improve educational opportunities for all students.

Participants will study the history of immigration, address stereotypes and myths, and analyze the issues that newcomers may face. The goal of this course is to ensure that students of all backgrounds receive a high-quality education.

Carlow University ED 633 • Madonna University EDU 5960.28 •

Mercy University EDUT 533

The required text for this course is Lives in Limbo; Undocumented and Coming of Age in America, Roberto G. Gonzales ISBN:978-0-520-28726-6.

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

Professional
Development

Course Schedule

2/13/24 - 5/14/24
4/9/24 - 7/9/24
6/11/24 - 9/10/24
8/13/24 - 11/12/24
10/8/24 - 1/14/25
12/10/24 - 3/11/25

Textbook List FAQs

Outline
Objectives
Partner Universities
Important Information
Student Academic Integrity

Print Online Course Outline Print Face To Face Course Outline

Outline

Session/Module 1: Immigration Issues

Contents:

Initiate a perspective on immigration
Define immigration
Identify issues associated with immigration

Session/Module 2: Stereotypes and Myths

Contents:

Develop a relationship between stereotyping and myths
Identify myths associated with an immigrant
Review the U.S. Census Bureau demographics

Session/Module 3: History of Immigration

Contents:

Identify trends that predict present and future immigration growth
Recognize via law immigrant rights
Complete an overview of the history of immigration
Complete an analysis of Plyer vs. Doe

Session/Module 4: Cultural Issues

Contents:

Differentiate between "individualism" and "collectivism"
Name values associated with individualism and collectivism
Address the issue of how much assimilation is essential

Session/Module 5: Research and Analytical Theories

Contents:

Review research "bullets" regarding immigration
Study three theories that can be used to analyze newcomer educational issues
Reach three important generalizations

Session/Module 6: Assimilation Blocks

Contents:

Identify blocks to newcomer assimilation

Session/Module 7: Parent Involvement

Contents:

Identify sources of miscommunication between newcomer parents and school personnel
Identify guidelines for developing Newcomer Parent Involvement Programs

Session/Module 8: Culture/Value, Ethnicity, and Social

Contents:

Differentiate among "ethnic," "culture," and "social"
Use the differentiation to analyze newcomer issues
Complete an "attitude" survey

Session/Module 9: Teachers as Researchers

Contents:

Develop an understanding of Action Research
Revisit the "Cross Culture Parent/Teacher Conference"
Articulate a question regarding assimilation of newcomers

Session/Module 10: Meeting the Challenges

Contents:

Review what has been covered during this course
Consider the primary challenge immigration creates

Objectives

Create a perspective on immigration
Create a definition of immigration
Analyze issues associated with immigration
Assess the relationship between stereotyping and myths
Analyze myths associated with an immigrant
Examine the U.S. Census Bureau demographics
Deduce trends that predict present and future immigration growth
Produce an overview of the history of immigration
Compile an analysis of Plyler vs. Doe
Differentiate between “individualism” and “collectivism”
Compare and contrast values associated with “individualism” and "collectivism”
Justify how much assimilation is essential

Critique research “bullets” regarding immigration
Compare and contrast three theories that can be used to analyze newcomer educational issues
Distinguish blocks to newcomer assimilation
Relate sources of miscommunication between newcomer parents and school personnel
Incorporate guidelines for developing Newcomer Parent Involvement Programs
Differentiate among “ethnic,” “culture,” and “social”
Use the differentiation of ethnic, culture, and social to analyze newcomer issues
Complete an attitude survey
Characterize the benefits of Action Research
Review the Cross Culture Parent/Teacher Conference
Articulate a question regarding assimilation of newcomers
Produce a product to assimilate course information.

Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.