EDF 3604: Social Foundations of Education

WRITING RULE

Instructor: Kenesma John Office: Zoom

Phone: 352-273-4138 Office Hours: By appointment

Email: [email protected]* Class Schedule: asynchronous online

The preferred method of contact is via email -
response time within 24 - 48 hrs.

Course Description
The purpose of this course is to explore the relationships between education and social, political,
economic, and cultural issues in the United States. Schools in the U.S. (United States) are
ingrained in our larger society and contribute significantly to societal constructions and
problems that often influence teaching, learning, and educational opportunities. We will explore
issues of race, class, gender, exceptionality, sexual identity, language, geography, and religion.
Part of our exploration of these issues involves viewing them concerning law, language, and
popular culture.

Students in this course will be introduced to major social, political, economic, and cultural
issues that affect students, schools, and education. They will learn to identify, describe, and
explain social institutions and assess and analyze ethical educational perspectives. They will
also learn to evaluate opinions, outcomes, or human behavior while practicing effective
problem-solving techniques in individual and societal decisions.

Course Prerequisites
No prerequisites are required except for junior standing or higher or department permission.
However, as an online student, you will need some technical knowledge for online education.
From Canvas, the Website we use for our class platform, you will need basic computer and
mobile device skills, such as:
● Connecting to the Internet using a wireless or wired network.
● Some familiarity with:
o using email, a word document, etc.
o navigating Canvas and other sites using a mouse, keyboard, and other devices.
o understanding file extensions, downloading, and uploading a file.
Course Learning Objectives
By the end of this course, students will be able to:
1. Explain how and why schools have reflected larger societal values—and vice versa.
2. Critically self-reflect and discuss how issues of diversity influence how we engage
within the classroom and society.
3. Critically evaluate the significance of enduring racial issues in education.
4. Discuss and demonstrate an understanding of how major, overarching societal
ideologies have impacted education.
5. Evaluate opinions, outcomes, and human behavior concerning cultural identities.
6. Explore and discuss the identities embedded in race, class, gender, sexuality,
exceptionality, language, geography, and religion.
7. Identify, describe, and explain social institutions by assessing and analyzing ethical
educational perspectives.
*The module learning objectives are located on each Module Overview page in the Canvas course site.

Course Requirements
Writing Requirement Course
The Writing Requirement (WR) ensures students both maintain their fluency in writing and use
writing as a tool to facilitate learning. Course grades have two components. To receive writing
requirement credit, a student must receive a grade of C or higher and a satisfactory completion
of the writing component of the course. The instructor will evaluate and provide feedback on all
of the student's written assignments with respect to grammar, punctuation, clarity, coherence,
and organization; assignment word counts, and submission deadlines. Rubrics for written
assignments worth 12% or more of the final grade (Deculturalization Project, Mid-Term Book
Report Presentation, and the Three School Profiles Final Project Presentation) can be found on
the Canvas course site.

Required Materials

Textbook:
● Spring, J. H. (2012). Deculturalization and the struggle for equality: A brief history of the
education of dominated cultures in the United States. (7th ed.). Routledge.
○ NOTE: Any edition past the 5th edition is fine.

Articles:
● A full list of the required articles is available via the “Reading List” link on the Course
Homepage.
Midterm Book Report Selection:
● Students will choose one book from the following list to read:
● Coates, T.-N. (2015). Between the World and Me. One World, Random House.
● Davis, A. Y. (2020). Women, race & class. Vintage Books. (Originally published in
1982).
● Chacaby, M. (2019). Two-spirit journey: The autobiography of a lesbian Ojibwa Cree
elder. University of Manitoba Press.
● hooks, bell. (2022). Teaching to transgress: Education as the practice of freedom.
DEV Publishers & Distributors.
● Jones, S. (2006). Girls, Social Class & Literacy: What Teachers Can Do
to Make a Difference. Heinemann.
● Love, Bettina. (2020). We Want to Do More than Survive: Abolitionist
Teaching and the Pursuit of Educational Freedom. Beacon.
● Valenzuela, A. (1999). Subtractive Schooling: U.S.-Mexican Youth
and the Politics of Caring. State University of New York Press.

Assignments

1 Participation (5 points, 4% of final grade):

Students will work on assignments pertinent to building a foundation to grasp the
information in this course. The overall participation will also be included at the
course's end.
1) Watching the 7 Introductory Module videos
2) Positionality Statement
3) Answering Critical Analysis Questions for the film White Like Me
4) Selecting your three schools for the Final School Profile Presentation
5) Discussion Forum Activities-Intro, Showcases, etc.
6) LBGTQ Student Webinar certificate
Grading: Course discussions will be graded within 2 weeks of the due date.
● Extra credit option: Equity Literacy Case studies

2 Discussion Forums (15 points, 12% of final grade):

Students will work in small groups to discuss and address the prompts/questions with
an integration of the weekly readings within their posts. When required, your posting
 should vary from 8-10 sentences minimum to receive points/credit. At times, you may
be prompted to use video or other authentic methods to engage with the discussion
prompts. After your initial posting, you will then respond to two peers. You may have
more, but not less.

Grading: Course discussions will be graded within 2 weeks after the due date.

3 Deculturalization Presentation (15 points, 12% of final grade):

Students will work in small groups to review, organize, and present a chapter from the
text: Deculturalization and the Struggle for Equality: A Brief History of the Education of
Dominated Cultures in the United States, written by Joel Spring, 7th Edition. The
presentation must be in a format that includes both audio and visual elements (e.g.,
Canva, Google Slides, PowerPoint). Ensure the instructor has access to both
components.
When working in groups in the course, students must sign up for the group they
would like to work in, sign a group contract that includes dates and times to meet,
and complete a peer evaluation form once the assignment is complete. More
information on group work expectations is provided in the next section.

Grading: The Deculturalization Group Presentation will be graded within 2 weeks

after the due date.

4 Perusall Critical Readings (15 points, 12% of final grade):

Learning is a social process. Students will have weekly critical reading group
assignments related to the course readings over the semester. Students will
complete these assignments through Perusall. These online group reading
assignments are meant to demonstrate your thoughtful, informed analysis and
exploration of the direct sources of our course. More information about the Perusall
readings can be found on the Canvas course site.
Sharing our thoughts can feel risky; we all have fears that we will ask some stupid
question (there are no stupid questions!) or put forward some naïve interpretation or
unpopular idea. But I expect you to take those risks anyway. You are also not
expected to necessarily agree with all authors’ readings, the instructor, and/or your
classmates. If you find yourself disagreeing, you should disagree with respect for
others’ ideas and do your best to explain why you disagree—that is how you will help
the rest of us learn.

Grading: Critical reading in the Perusall will be graded within 2 weeks after the
due date.
5 Mid-Term Book Report & Presentation (20 points, 16% of final grade):
Students will choose one book to read (the book list is located in the Required
Materials section above). If you would like to read a book not listed, please email me
for prior approval (no later than Sunday, May 28, 2023).
Each student will submit a reflection paper (1500 words; 10 points)
that addresses that addresses the following information:
1) a critical analysis of the book and its relation to diversity.
2) a reflection on what parts resonated with you most.
3) questions or insights you would like to pose to the class; and
4) how you might bring lessons from the book into your own
personal and professional life and community. You are
encouraged to relate this book to other course readings.
All students will also be working in small groups to prepare a 10-minute
presentation (worth 10 points) to present to the class. The presentation must be in
a format that includes both audio and visual elements (e.g., Canva, Google Slides,
PowerPoint). Ensure the instructor has access to both components.

When working in small groups in the course, students must sign a group contract that
includes dates and times to meet, and complete a peer evaluation form once the
assignment is complete. More information on group work expectations is provided in
the next section.

Grading: The midterm report and presentation will be graded within 2 weeks after the
due date.

6 Reflection Papers (15 points, 12% of final grade)

Each student will submit three reflection papers (1000 words each / worth 5
points each) on topics covered in this class. Reflection can be extremely valuable
when discussing new, sensitive, and controversial topics. Therefore, reflection papers
are a way to examine your beliefs and how new understanding may or may not
influence your thoughts or beliefs.
You can choose any of the course readings to guide your reflection. This is to ensure
that every student has an opportunity to voice, discuss and/or resolve inner conflict,
express how the topic may or may not relate to your experiences, and assess your
own personal understanding of sociocultural topics. Guidelines and rubrics for the
reflection papers can be found on Canvas, and your instructor will provide you with
more details during the academic term.
 7 Three School Profiles Project: Final Paper (15 points, 16% of final
grade):
The final paper will be a comprehensive written paper (1500 words) that reflects on
the findings of the school profile presentation. Guiding questions and a rubric are
provided on the Canvas course site to help students streamline this paper.

Grading: The final paper will be graded within 2 weeks after the due date.

8 Three School Profiles Project: Presentation (15 points, 16% of final

grade):
Students will utilize knowledge gained throughout the course to critically analyze how
the foundations of our education system manifest themselves in schools today.
Exploring schools in our backyard, you will conduct a thorough comparative analysis
of the “state of the school” for three schools in Florida.
Students will present the findings from their School Profile Project Final Paper in a
9–12-minute visual presentation. This presentation is connected to the School
Profiles Final Paper assignment. The presentation must be in a format that includes
both audio and visual elements (e.g., Canva, Google Slides, PowerPoint). Ensure the
instructor has access to both components.

Grading: The final Project Presentation will be graded within 2 weeks after the
due date.

Group Work Expectations*:

*Additional information about group work expectations can be found in Canvas.

1. Active Participation:
Students are expected to actively engage in group discussions, contribute their ideas, and
collaborate with their peers. This includes regular in-person/online engagement,
responding to group messages in a timely manner, and actively participating in group
tasks and assignments. Active participation fosters a sense of accountability within the
group and ensures that each member contributes to the collective effort.
 2. Effective Communication:
Students are expected to communicate clearly and respectfully with their group
members. This involves expressing ideas concisely, providing constructive feedback, and
actively listening to others' perspectives. Effective communication helps prevent
misunderstandings, facilitates productive collaboration, and promotes a positive group
dynamic. Additionally, students should communicate any challenges or concerns they
encounter during the collaboration process to ensure issues are addressed promptly.

3. Commitment to Collaboration:
Students are expected to demonstrate a commitment to the success of the group
collaboration by fulfilling their assigned tasks and responsibilities. This includes
completing individual work on time, collaborating with group members to achieve shared
goals, and actively contributing to the overall success of the project. Students should also
be flexible and willing to adapt to changing circumstances or group dynamics to ensure a
successful outcome. Ultimately, a strong commitment to collaboration helps foster a
sense of teamwork and collective achievement among group members.

Grading:
The grading scale for this course is as follows:

Grade Percentage Points

A 93%-100% 116-125 pts

A- 90%-92% 112-115 pts

B+ 87%-89% 108-111 pts

B 83%-86% 103-107 pts

B- 80%-82% 100-102 pts

C+ 77%-79% 96-99 pts

C 73%-76% 91-95 pts

C- 70%-72% 87-90 pts

D+ 67%-69% 83-86 pts

D 63%-66% 78-82 pts

D- 60%-62% 75-77 pts

E 59% -below 74- below pts

Assignment Point Values:

Assignment Total Points

Participation 5

Discussion Forums 15

Deculturalization Group Presentation 15

Perusall Critical Readings 15

Mid-Term Book Report (1500 words) & Presentation 20

Reflection Papers (3 papers, 1000 words each) 15

Three School Profile Final Paper (1500 words) 15

Three School Profile Project (visual presentation) 15

ASSIGNMENTS TOTAL 125

Completing Assignments on Time: Due dates for assignments are fixed. Late assignments
will only be accepted if an emergency arises.

*A minimum grade of C is required for general education credit. More information on UF’s
(University of Florida) grading policy may be found at: Grades and Grading Policies <
University of Florida
 Course Schedule
Module Dates Student Tasks

WATCH & RESPOND:

● Module 1 Introductory Video (due Thursday, May 16)
● Chimamanda Adichie TED Talk: The Danger of a Single Story

READ & ANNOTATE:

● Review course syllabus (due Thursday, May 16)
Week 1: ● Review “Navigating Perusall for Critical Course Readings” instructions
May 13 - May 19
DO:
● Complete Syllabus Quiz (due Thursday, May 16)
Module 1: ● Post (due Thursday, May 16) and respond (due Sunday, May 19):
○ Module 1A Discussion: Peer Introductions
Schools &
● Look at options for:
Society ○ Deculturalization Textbook Chapter selection
○ Midterm Book Report selection

WATCH & RESPOND:

● Module 1 Instructor Presentation video
● Schools and Social Inequality Crash Course video
Week 2:
READ & ANNOTATE:
May 20 - May 26
● In Perusall:
○ Brint (due Monday, May 20)
○ Eisner (due Monday, May 20)
 DO:
● Post (due Thursday, May 23) and respond (due Sunday, May 26):
○ Module 1B Discussion: Circles of my Multicultural Self
● SIGN-UP REMINDER:
○ Deculturalization Textbook
■ Chapter selection (due Thursday, May 23)
■ Group contract (due Sunday, May 26)
○ Midterm Book Report
■ Book selection (due Thursday, May 23)
■ Group contract (due Sunday, May 26)

WATCH & RESPOND:

● Module 2 Introduction Video: Race, Ethnicity, and Schools (due Tuesday, May
28)
● “White Like Me” Documentary

READ & ANNOTATE:

● In Perusall:
Week 3:
Module 2: ○ DuBois (due Tuesday, May 28)
May 28 - June 2
Race, Ethnicity, & DO:
Schools ● Post (due Thursday, May 30) and respond (due Sunday, June 2):
○ Module 2A Discussion: Our Positionality Statements
● Assignment: Positionality Statement (due Sunday, June 2)
● Assignment: White Like Me Critical Analysis questions (due Sunday, June 2)
● Work on Deculturalization Presentation with Group

Week 4: WATCH & RESPOND:

June 3 - June 9 ● Module 2 Instructor Presentation video
 ● Check the Module 2 page in Canvas for additional optional videos.
READ & ANNOTATE:
● In Perusall:
○ Kozol (due Monday, June 3)
○ Seamster & Henricks (due Monday, June 3)

DO:
● Post (due Thursday, June 6) and respond (due Sunday, June 9):
○ Module 2B Discussion: Race, Ethnicity, and Schools Case Study
● REFLECTION PAPER 1 (DUE SUNDAY - 1,000 words)
● Work on Deculturalization Presentation with Group
● Work on Midterm Book Report (Individual) and Midterm Book Group
Presentation

WATCH & RESPOND:

● Module 3 Introduction Video: Class, Socioeconomic Status and Schools (due
Monday, June 10)
● Module 3 Instructor Presentation video
● Check the Module 3 page in Canvas for additional optional videos.

Module 3: READ & ANNOTATE:

Week 5: ● In Perusall:
Class,
Socioeconomic June 10 - June 16 ○ Ladson-Billings (due Monday, June 10)
Status, & Schools ○ Oakes (due Monday, June 10)

DO:
● Post (due Thursday, June 13) and respond (due Sunday, June 16):
○ Module 3A Discussion: Class, Socioeconomic Status, and Schools
● DECULTURALIZATION GROUP PRESENTATION (due Sunday, June 16)
● Work on Midterm Book Report (Individual) and Midterm Book Group
 Presentation

WATCH & RESPOND:

● Module 3 Instructor Presentation video

DO:
● Post (due Thursday, June 20) and respond (due Sunday, June 23):
Deculturalization Week 6: ○ Module 3B Discussion: Audio Assignment: This American Life Podcast,
Project June 17 - June 23 “House Rules”
● Deculturalization Presentation Peer Evaluation (due Sunday, June 23)
● Deculturalization Showcase Feedback (due Sunday, June 23)
● Work on Midterm Book Report (Individual) and Midterm Book Group
Presentation

SUMMER BREAK June 24 - June 30 —-----------------------------------------------------------------------------------------------------------------------

WATCH & RESPOND:

● Module 4 Introduction Video: Exceptionality and Schools (due Monday, July 1)
● Module 4 Instructor Presentation video
● Check the Module 4 page in Canvas for additional optional videos.
Module 4:
Intersectionality Week 7: READ & ANNOTATE:
and Exceptionality July 1 - July 7 ● In Canvas: NEA Policy Brief
& Schools ● In Perusall:
○ Ahram, et al. (due Monday, July 1)
○ Papendieck (due Monday, July 1)
○ Crenshaw (due Monday, July 1)
 DO:
● Post (due Friday, July 5) and respond (due Sunday, July 7):
○ Module 4 Discussion: Life at the Intersections, Intersectionality and
Exceptionality
● MIDTERM BOOK REPORT (INDIVIDUAL) (DUE SUNDAY, July 7 - 1,500
words)
● MIDTERM BOOK GROUP PRESENTATION (DUE SUNDAY, July 7)

WATCH & RESPOND:

● Module 5 Introduction Video: Language, Geography, and Schools (due
Monday, July 8)
● Module 5 Instructor Presentation video
● Check the Module 5 page in Canvas for additional optional videos.
Module 5:
READ & ANNOTATE:
Language, Week 8:
● In Perusall:
Geography, & July 8 - July 14
○ Vargas (due Monday, July 8)
Schools
○ Valdés (due Monday, July 8)
DO:
● Post (due Thursday, July 11) and respond (due Sunday, July 14):
○ Module 5 Discussion: Critical Pedagogy for Equitable Schools
● Midterm Book Group Presentation Peer Evaluation Form (due Sunday, July 14)

WATCH & RESPOND:

● Module 6 Introduction Video: Religion and Schools (due Monday, July 15)
Module 6: Week 9: ● Module 6 Instructor Presentation video
Religion & Schools July 15 - July 21 ● Check the Module 6 page in Canvas for additional optional videos.

READ & ANNOTATE:

 ● In Perusall:
○ Oldendorf & Green (due Monday, July 15)
DO:
● Post (due Thursday, July 18) and respond (due Sunday, July 21):
○ Module 6 Discussion: A Teacher's Guide to Religion and Schools
● Select your three schools for your Final School Profile Paper (1500 words) &
Presentation (due Sunday, July 21) and work on final paper & presentation

WATCH & RESPOND:

● Module 7 Introduction Video: Gender and Sexual Identity (due Monday, July 22)
● Module 7 Instructor Presentation video
● Check the Module 7 page in Canvas for additional optional videos.

READ & ANNOTATE:

● In Perusall:
○ American Association of University Women (AAUW) (due Monday, July
Module 7: 22)
Week 10:
Gender and Sexual ○ Filax (due Monday, July 22)
July 22 - July 28
Identity & Schools DO:
● Post (due Thursday, July 25) and respond (due Sunday, July 28):
○ Module 7 Discussion: The Power of Language the Benefits of Inclusive
Language
● Best Practices for Serving LGBTQ Youth Webinar Certificate (due Sunday, July
28)
● THREE SCHOOLS PROFILE PRESENTATION (DUE SUNDAY, July 28)
● REFLECTION PAPER 2 (DUE SUNDAY, July 28 - 1,000 words)
 WATCH & RESPOND:
● Module 8 Introduction Video: Course Wrap-up and Reflections
Week 11:
July 29 - Aug. 4 DO:
Module 8: ● REFLECTION PAPER 3 (DUE SUNDAY, August 4 - 1,000 words)
Course Wrap-Up
DO:
Week 12: ● THREE SCHOOLS PROFILE FINAL PAPER (DUE FRIDAY, August 9 - 1,500
Aug. 4 - Aug. 9 words)
● Extra credit: Equity Literacy Case Studies (due Friday, August 9)

NOTE: The course syllabus is a general plan for the course, not a contract; deviations announced to the class by the instructor may be necessary.
 Policies and Expectations
Student Learning
UF General Education Objectives:
This course’s objectives are in the Social Science discipline. Social Science courses must afford students
an understanding of the basic social and behavioral science concepts and principles used in the analysis
of behavior and past and present social, political, and economic issues. Social and Behavioral Sciences
is a sub-designation of Social Sciences at the University of Florida.

Social and behavioral science courses provide instruction in the history, key themes, principles,
terminology, and underlying theories or methodologies used in the social and behavioral sciences.
Students will learn to identify, describe, and explain social institutions, structures, or processes. These
courses emphasize the effective application of accepted problem-solving techniques. Students will apply
formal and informal qualitative or quantitative analysis to examine the processes and means by which
individuals make personal and group decisions, as well as the evaluation of opinions, outcomes, or
human behavior. Students are expected to assess and analyze ethical perspectives in individual and
societal decisions.

Program Student Learning Outcomes (SLOs):

The UF General Education Student Learning Outcomes (SLOs) describe the knowledge, skills, and
attitudes that students are expected to acquire while completing a General Education course at the
University of Florida. The SLOs fall into three categories: content, communication, and critical thinking.

Student Learning Outcomes Alignment with

Category
(SLOs) EDF3604 Course Assignments

Identify, describe, and explain key Deculturalization Project (15 points,

themes, principles, and terminology; 12% of final grade)
the history, theory and/or Three School Profiles Final Paper (15
Content points, 12% of final grade)
methodologies used; and social
Three School Profiles Final Project
institutions, structures, and Presentation (15 points, 12% of final
processes. grade)

Apply formal and informal qualitative

Participation (5 points, 4% of final grade)
or quantitative analysis effectively to
Discussion Forums (15 points, 12% of
examine the processes and means by
final grade)
Critical which individuals make personal and Perusall Critical Readings (15 points,
Thinking group decisions. Assess and analyze 12% of final grade)
ethical perspectives in individual and Three School Profiles Final Paper (15
societal decisions. points, 12% of final grade)
 Discussion Forums (15 points, 12% of
final grade)
Perusall Critical Readings (15 points,
Communicate knowledge, thoughts, 12% of final grade)
Communica- Reflection Papers (15 points, 12% of final
and reasoning clearly and effectively
tion grade)
in written and oral forms.
Mid-Term Book Report (15 points, 12% of
final grade)
Three School Profiles Final Paper (15
points, 12% of final grade)

Asynchronous Learning:
Students do not “attend” class at a set time, but rather, access digital curriculum materials and respond
through email, discussions, and assignments. As in all courses, unauthorized recording and unauthorized
sharing of recorded materials are prohibited. Late assignments will not be accepted unless the instructor
has approved, before the originally assigned deadline, an extended deadline. Emergency extensions due
to excused and documented reasons may be permitted on a case-by-case basis. Students must log in to
the class in Canvas during the first two days of the term to fulfill the attendance policy of attending the
first class meeting. Students not logging into the course during that period may be dropped from the
class to permit access to those on the waiting list. More information on UF policies for class attendance
can be found here: https://catalog.ufl.edu/UGRD/academic-regulations/attendance-policies/,

Netiquette:
Any successful learning experience requires mutual respect for the student and the instructor. The
instructor, as well as the fellow students, should not be subjected to any student's behavior that is in any
way disruptive, rude, or challenging to the instructor's authority in the classroom. A student should not
feel intimidated or demeaned by his/her instructor, and students must remember that the instructor has
primary responsibility for controlling classroom behavior and maintaining academic integrity. The
instructor can order the temporary removal or exclusion from the classroom of any student engaged in
disruptive conduct or conduct violating the general rules and regulations of the institution. All class
members are expected to follow rules of common courtesy in all messages and communications with
their peers and instructor during the class. Please review Netiquette Guidelines for Online Courses.

Academic Honesty:
UF students are bound by The Honor Pledge, which states, “We, the members of the University of Florida
community, pledge to hold ourselves and our peers to the highest standards of honor and integrity by
abiding by the Honor Code. On all work submitted for credit by students at the University of Florida, the
following pledge is either required or implied: “On my honor, I have neither given nor received
unauthorized aid in doing this assignment.” The Honor Code
(https://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/) specifies a number of behaviors
that are in violation of this code and possible sanctions. Furthermore, you are obligated to report any
condition that facilitates academic misconduct to appropriate personnel. If you have any questions or
concerns, please consult with the instructor or TAs in this class.
Educational Support:
● Library Support: Several ways to receive assistance concerning using sign libraries or finding
resources. Library Support, http://cms.uflib.ufl.edu/ask.

● Teaching Center: Broward Hall, 352-392-2010 or 352-392-6420. General study skills and tutoring.
http://teachingcenter.ufl.edu

● Writing Studio: 302 Tigert Hall, 352-846-1138. Help brainstorming, formatting, and drafting
papers. http://writing.ufl.edu/writing-studio

● UF Online Learners Academic Support:

https://ufonline.ufl.edu/resources/academic-support

Students Requiring Accommodations:

Your success in this class is essential to me. We will all need accommodation because we all learn
differently. If aspects of this course prevent you from learning or exclude you, please let me know as
soon as possible. Together, we will develop strategies to meet your needs and the course's requirements.
Students with disabilities requesting accommodation should first register with the Disability Resource
Center (352-392-8565, https://disability.ufl.edu/get-started/) by providing appropriate documentation.

Once registered, students will receive an accommodation letter to be presented to the instructor when
requesting accommodation. It is always best to arrange this as early as possible in the semester.
Students need to share their accommodation letter with their instructor and discuss their access needs
as early as possible in the semester.

Technology Support & Accessibility:

Technology Requirements
As an online student, you will need:

● Internet speed of at least 512kbps

● Access to a computer less than five years old with 1GB of Ram

● A camera and microphone for Zoom meetings.

● A web browser compatible with Canvas, such as Chrome110 or 111, Firefox 110 or 111, Edge 110
or 111, and (for Macintosh users only) Safari 15 or 16.

● More information at Canvas Basics Guide.

Specifications
● Processor: Current generation Intel Core Series (i3, i5, i7, i9) or AMD Ryzen equivalent
 ● Memory: 8GB RAM

● Storage: 256GB hard drive

● Camera, microphone, and speakers

● Wireless internet (Wi-Fi)

● Windows 10 or Mac OS X 10.13 (High Sierra) or newer

● Check this link: https://it.ufl.edu/it-policies/student-computing-requirements/

Technical Support
If you are having technical issues, please do one of the following:

a. E-learning technical support: Contact the UF Computing Help Desk at (352) 392-HELP or
352-392-4357 (select option 2) or e-mail [email protected] or visit Helpdesk Website

○ Help is available 24/7.

b. Visit the support for specific course technologies:

● Zoom: https://support.zoom.us/hc/en-us

● Canvas LMS: https://community.canvaslms.com/ Hotline: 1-844-629-6842

● Canva: Live chat: https://www.canva.com/contact Email: [email protected]

● Microsoft: PowerPoint Support

● Google (slides) https://support.google.com/docs/answer/2763168

● Prezi: https://support.prezi.com/hc/en-us

● Camtasia: https://support.techsmith.com/hc/en-us

● Perusall: https://support.perusall.com/hc/en-us

c. Technology accessibility

● Zoom: https://explore.zoom.us/en/accessibility/

● Canvas LMS: https://www.instructure.com/accessibility

● Canva: https://www.canva.com/help/canva-accessibility-features/

● Microsoft PowerPoint: Accessibility link

● Google (slides, etc.): https://www.google.com/accessibility/

 ● Prezi: https://prezi.com/accessibility/

● Camtasia: https://www.techsmith.com/accessibility.html

● Perusall: Accessibility Statement

d. Technology privacy statements

● Zoom: https://explore.zoom.us/en/privacy/

● Canvas LMS: https://www.instructure.com/canvas/privacy

● Canva: https://www.canva.com/policies/privacy-policy/

● Microsoft: Privacy Statement

● Google: https://policies.google.com/privacy?hl=en-US

● Prezi: https://prezi.com/cms/legal/privacy-policy/

● Camtasia: https://www.techsmith.com/privacy-policy.html

● Perusall: https://app.perusall.com/legal/privacy

Career and Academic Advice

● Career Connections Center: Reitz Union, 352-392-1601.
o Career assistance and counseling. https://career.ufl.edu.

● EduGator Central: Visit this office virtually or in person for various advising support.
o UF College of Education; Phone: (352) 273-4376; Email: [email protected]

● Academic Advisors for Education Sciences Majors:

o On campus: Aaron Ganas: (352) 273-4214; Email: [email protected]
o UF online: Earl McKee: (352) 294-6350; Email: [email protected]

Health and Wellbeing

Health and Wellness Support
● U Matter, We Care: If you or a friend are distressed, please contact us! [email protected], 352
392-1575, or visit the U Matter, We Care website so a team member can reach out to the
student in distress.
● Student Mental Health, Student Health Care Center, 352-392-1171, for personal counseling.
● Student Health Care Center: Call 352-392-1161 for 24/7 information to help you find the care
you need or visit the Student Health Care Center website.
 ● GatorWell Health Promotion Services: For prevention services focused on optimal well-being,
including Wellness Coaching for Academic Success, visit the GatorWell website or call
352-273-4450.
● Sexual Assault Recovery Services (SARS): Student Health Care Center, (352) 392-1161, for
sexual assault counseling.

Whole Gator App

Whole Gator is the official University of Florida app designed to connect you with the resources dedicated
to supporting your overall health and well-being. Within the app, you can discover strategies to practice
self-care, explore topics to help address concerns relevant to your student experience, and access
important contact information for several university resources, including crisis support information for
immediate needs. You can even schedule an appointment online with the Counseling and Wellness
Center.

Sexual Harassment
● Sexual Harassment is not tolerated in this class, in the School of Education, or anywhere at
the University of Florida. Sexual harassment includes the inappropriate introduction of sexual
activities or comments in a situation where sex would otherwise be irrelevant. Sexual harassment
is a form of sex discrimination and a violation of state and federal laws as well as of the policies
and regulations of the university.
● All UF employees and students must adhere to UF’s sexual harassment policy which can be
found here: Title IX-Laws and Policy.
● Please review your Title IX rights and contact a university official if you have any questions
about the policy—Office of Accessibility and Gender Equity.
● As mandatory reporters, university employees (e.g., administrators, managers, supervisors,
faculty, teaching assistants, and staff) must report knowledge of sexual harassment to UF’s Title IX
coordinator. Title IX violations include sexual harassment, sexual assault, stalking,
domestic/intimate partner violence, etc.
● If you need help or to inform of any incident(s) that may constitute a Title IX violation,
please complete the Title IX Information Form here: Title IX reporting form, or email:
[email protected], or call 352-273-1094

Emergency Services
● UF Health Shands Emergency Room / Trauma Center:
o For immediate medical care, call 352-733-0111 or go to the emergency room at 1515 SW
Archer Road, Gainesville, FL 32608; Visit the UF Health Emergency Room and Trauma
Center website.
● University Police Department: Visit the UF Police Department website or call 352-392-1111 (or
9-1-1 for emergencies).
UF One Stop
● UF Student Financial Aid: visit https://www.sfa.ufl.edu or call (352) 392-1275
● University of Florida: visit about ONE.UF or call (352) 392-3261

Additional UF Policies
Acceptable Use Policy:
Please read the University of Florida Acceptable Use Policy. You are expected to abide by this policy. This
course may contain copyright-protected materials such as audio or video clips, images, text materials,
etc. These items are used according to the Fair Use doctrine to enhance the learning environment. Please
do not copy, duplicate, download, or distribute these items. These materials are strictly reserved for this
online classroom environment and for you to use. All copyright materials are credited to the copyright
holder. Look at the University of Florida's Acceptable Use Policy. You are expected to abide by this policy.

UF Course Evaluation:
Students are expected to provide professional and respectful feedback on the quality of instruction in
this course by completing course evaluations online via GatorEvals. Guidance on how to give feedback
professionally and respectfully is available at https://gatorevals.aa.ufl.edu/students/. Students will be
notified when the evaluation period opens and can complete evaluations through the email they receive
from GatorEvals, in their Canvas course menu under GatorEvals, or via https://gatorevals.aa.ufl.edu/.
Summaries of course evaluation results are available to students at
https://gatorevals.aa.ufl.edu/public-results/.

Complaints
● Student Complaints: https://registrar.ufl.edu/writtencomplaints
● Questions about complaints: email: [email protected]
● Complaint form: https://www.sfa.ufl.edu/pub/StudentComplaintPolicy.pdf