Issues in Urban Education [Pilot]

Recommended Course Description for High School Registration Guides

This course examines and critiques contemporary commentary on urban education through texts, social media, case studies and service-learning in schools. Through examination of socio-cultural and socio-political contexts of urban education, this course considers the role of teachers, curriculum and community in urban schooling. Students will gain a deeper understanding of urban schools as complex institutions that reproduce disparities at the same time that they hold the possibility for a more equitable and just society. This class requires approximately two hours of service time per week in an urban education setting to fulfill the Community Engaged Learning (CEL) component. Students have the option to complete their service hours at their school of attendance. Students must complete 20 hours by the end of the semester.

Student Eligibility

Grades: 11, 12

One of the following:

• Cumulative GPA: 2.5
• Class Rank: top 50%
• C- or higher in CI 4121 or high school’s equivalent course offering
• Approval: Interest in social justice work in education, demonstrated by in-school or out-of-school activity or through an interview with CIS instructor

In addition, students must be open to engaging in 20 hours of a community-engaged learning component outside of class time. This is encouraged to be group work and may take place within the school or local community.

This course is part of the Entry Point Project. Schools offering Entry Point Project courses are encouraged to promote these courses to students from populations that are traditionally underrepresented in higher education, including those who are:

• first-generation college bound
• English language learners
• from families of low-to-moderate income
• in the academic middle (between the top 50% and the top 20%)

Instructor Qualifications

Instructors apply and are selected by faculty in accordance with the UMN policy governing Academic Appointments with Teaching Functions. Once approved, an instructor is appointed as a Teaching Specialist 9754 (University Job Title and Code) in the College of Continuing and Professional Studies. Instructor qualifications are determined by the sponsoring University department.

Visit the Apply to Teach a Course page for course-specific qualifications and application steps.

Textbooks

Ewing, E. L. (2018). "Ghosts in the schoolyard: Racism and school closings on Chicago's South Side." University of Chicago Press

Noguera, P. & Syeed, E. (2020). "City Schools and the American Dream 2: The
Enduring Promise of Public Education" (Multicultural Education Series) (2nd Ed.). Teachers College Press.

Frequently Asked Questions

Are the texts and readings specified or mandated by the University of Minnesota? If not, what are some of the choices? 

The text and readings are required, but may be augmented by the instructor.

Do teachers have a choice in assignments? Are there required assignments?

Teachers must use all of the same assignments as the on-campus version of the course.

Who creates the exams?

The University instructor creates the one final exam for this course.

Is there a training and mentoring system for teachers new to CIS?

The faculty coordinator welcomes phone or email check-ins with individual teachers during the term to supplement the workshops during the school year and summer. A cohort listserv facilitates easy communications. New teachers also benefit from an orientation to College in the Schools that will familiarize them with the support available through CIS as well as prepare them for administrative tasks such as registering students and posting grades.

High school class schedules vary; can a teacher in the block system teach the courses?

CI 3101 cannot be taught on a normal trimester schedule, but schools may be able to alter their schedule to offer the course. Unless applicants are planning to teach the course over a full 15-week semester or longer, they should contact the faculty coordinator before submitting any part of their application to confirm that their high school’s schedule will work. For instance, a year-long approach to teaching CI 4121 and CI 3101, over three trimesters, is possible, and will benefit from planning. For block scheduling, contact the instructor.

What happens at typical teacher workshops?

CIS teachers attend professional development workshops each term and in the summer to stay current with UMN curriculum and the CIS program, to learn about innovative research and developments in the field, network, and share materials. Workshops serve as faculty meetings with course and program development discussions with special attention dedicated to content, pedagogy, and assessment of the college courses.

What happens at your typical student field days?

Student field days provide an opportunity for CIS students to meet their peers, practice skills they have learned in class, and explore the Twin Cities campus. Teachers typically help to plan and evaluate field day activities.