Witnessing Whiteness: Workshop Series
Implementation Practicum
Course #
Ongoing Enrollment
Professor: Dr. Shelly Tochluk
COE Vision
The College of Education is a premier learning
community of teachers, leaders, and counselors
who contribute positively to a global society.
Office: Mount Saint Mary’s University – Los Angeles
Education Department
Phone: Dr. Shelly Tochluk – 213-477-2623
COE Mission
The College of Education prepares skilled
professionals who inspire excellence and create
transformative change in the schools and
communities in which they serve.
To this end we:
♦ Enhance scholarship, achievement, and
service through collaborative partnerships,
♦ Promote and model innovative, ethical, and
research-based practices, and
♦ Embrace inclusion and social justice.
E-mail: [email protected]
COE Goals
Tochluk, S. (2010). Witnessing Whiteness: A Workshop Series.
Available online at www.witnessingwhiteness.com on the
Workshop Series page.
♦ Ensure high quality preparation of education
and counseling professionals
♦ Engage in research-based inquiry and
practice
♦ Embrace diversity through action
♦ Proactively collaborate with the community
♦ Provide continual professional growth
opportunities
♦ Infuse and enhance the use of technology
COE Motto
Creativity
Opportunity
Excellence
Office Hours
Office Hours: via internet group discussion or by appt.
Required Textbooks:
Tochluk, S. (2010). Witnessing Whiteness: The Need to Talk
About Race and How to Do It. Roman & Littlefield-Education:
Landham, MD.
Course Format: This course is an independent, application
based practicum that requires course participants to 1) locate
one or more facilitation partners with whom to thoroughly
review and consider the book, Witnessing Whiteness (2nd Ed.),
and its companion workshop series curriculum, 2) create a plan
to implement the series, 3) implement the 11-part series with a
group of community partners in the course participant’s home
community, and 4) evaluate and reflect on the process. Course
participants will create an individualized timeline and plan for
completion with community partners and seek approval for the
plan from the course instructor. The course instructor will serve
as a support throughout participants’ planning and
implementation process and will receive pre-scheduled updates
throughout the process.
8:00am-5:00pm M-F
Contact
Phone: 719-255-4996
Fax:
719-255-4110
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/index.html
Course Overview: This course offers participants the
opportunity to use knowledge and skills related to anti-racism,
racial identity, and white privilege to 1) support the growth and
development of individual community members, 2) develop
shared understandings among community members, and 3)
increase the capacity for groups to work collectively to interrupt
white privilege and racism in their immediate environments.
Essential topics covered include: the need to attend to race
issues, culture and appropriation, authentic interactions, the
history of whiteness, racial identity formation, privilege,
transformative relationships, racial scripts, personal and group
action planning, and cultural change.
Course Objectives:
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Objective 1: Participants will increase understanding of how white privilege and racism
manifest in their home communities in covert ways
Objective 2: Participants will increase understanding of how to play a role in the growth
and development of individuals’ anti-racism practice
Objective 3: Participants will deepen their recognition regarding the need for individuals
to take up leadership for consciousness raising and organizing to disrupt privilege and
racism.
Course Expectations:
Technology Competencies. It is expected that course participants begin the program with basic
computing skills that include using Microsoft Word to write papers, accessing online workshop
resources, and corresponding by email.
Communication will be by email and posting on the internet. All direct communication regarding
the course can be directed to Dr. Shelly Tochluk at [email protected].
Attendance, Preparation, and Participation: Participants are expected to follow scheduled
due dates and be thoroughly prepared and timely for appointments. Concepts, definitions,
examples, and procedures presented in the required text should be understood well enough to be
discussed.
Thoughtful creation of timelines and plans are vital for acquiring the knowledge necessary to
meet the course objectives. Additionally, participants' participation contributes to an interchange
of ideas and experiences that benefit everyone. The instructor reserves the right to reduce a
student's grade for failure to follow scheduled deadlines or inconsistent communication.
Ethical Conduct: The responsibility for ethical conduct, academic honesty and integrity rests
with each individual member of the UCCS community. The Student Codes and Academic
Policies (which may be found at http://www.uccs.edu/~dos/studentconduct/index.html) should
be followed. In general, academic dishonesty includes, but is not limited to, cheating on
assignments, plagiarism (which means misrepresenting as your own any work done by another),
misuse of academic materials, or interfering with another student’s work. Violations of the
honor code may result in a failing grade in the course and reporting to the program director.
Diversity Statement: The faculty of the College of Education is committed to preparing
participants to recognize, appreciate, and support diversity in all forms – including ethnic,
cultural, religious, gender, economic, physical, and intellectual – while striving to provide fair
and equitable treatment and consideration for all. Any participant who believes that he/she has
not been treated fairly or equitably for any reason should bring it to the attention of the
instructor.
Special Assistance: Reasonable accommodations will be made for participants who have a
documented disability, which interferes with completion of this course. It is your responsibility
to request any accommodations before assignments are due. Please contact Disability Services
(255-3354 at UCCS) or the instructor if you have questions.
Absence policy: Any potential participant may be disallowed from registering for the course if
the participant cannot commit to satisfying all course requirements according to deadlines.
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Appeals: In any academic issue, including attendance decisions, participants may exercise their
right to appeal. Should the faculty member and student be unable to agree on appropriate
accommodation under this policy, either party shall have the right to request mediation as
outlined in the grievance policies of the College of Education and the UCCS Student Standards.
Assignments (graded activities):
Assignment #1 – Personal Preparation/Needs Assessment
20% of grade
Course participants will partner with one or more individuals to create a facilitation team,
thoroughly review the text and workshop series materials with the team partner(s), and complete
a personal/team needs assessment in order to prepare the facilitation team to implement the
series.
Due Date: To be determined
Assignment #2 – Community Engagement Plan
20% of grade
Course participants will collaborate with the facilitation team members to outreach to individuals
or groups in order to recruit between 5 and 25 workshop participants. Course participants will
create a schedule for the series implementation in consultation with facilitation team, series
participants, and community groups (as needed).
Due Date: To be determined
Assignment #3 – Series Implementation Log
20% of grade
Course participants will complete and turn in a Series Implementation Log that tracks the
experiences of the facilitation team throughout the series.
Due Date: To be determined
Assignment #4 – Assessment Report
20% of grade
Course participants will utilize an assessment tool in order to evaluate program effectiveness.
Data collected and analyzed will be from pre and post series surveys. Course participants will
write an evaluative reflection of the outcomes of the series. (Template of survey for data
collection will be available as an online resource. This assignment must be started very early in
the process and includes multiple steps for completion, including a pre-survey.)
Due Date: To be determined
Assignment #5 – Reflection
20% of grade
Course participants will write a personal reflection discussing lessons learned throughout the
process of preparing for, implementing, and evaluating the series. Particular emphasis will be
placed on learning related to course objectives.
Due Date: To be determined
Assessment: Each Assignment will be graded using a rubric that will be distributed along with
the assignment guidelines. Participants are encouraged to look closely at the rubric to ensure that
their assignments meet expectations for quality work.
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Witnessing Whiteness: Workshop Series Implementation Practicum
Course Calendar
Assignment due dates are determined through written communication between course
instructor and course participant. All assignments must be turned in in the order
appearing below.
Activities
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Review text and
curriculum
Create facilitation
team
Conduct needs
assessment
Planning for
implementation
Key Questions
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Series participant
pre assessment
Conduct 11-part
series
Reflect and complete
session reflection
after each workshop
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Series participant
post assessment
Analysis of data with
facilitation team
Write up results
Final write up
regarding the process
and achievement of
course objectives
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Assignment Due
Do I have the understandings needed to
support people in this process?
What do I need to do to prepare myself to
facilitate this series?
Do I have a facilitation team in place that
is ready to implement this series?
Who will participate in this series?
Am I working with individuals or a
defined group?
When will we begin?
How often will we meet and for how long?
When will the facilitation team meet to
debrief and prepare each workshop?
See assessment template for ideas
1. Needs
Assessment
What went well in the session?
What would I do differently if I could run
the session again?
What changes would I make to the
curriculum?
Did this series achieve the intended goals?
See assessment template for ideas
3. Series
Implementation
Log
What have I learned regarding how white
privilege and racism manifest in my
community?
What knowledge, skills, and
understanding do I have that can help me
play a role in the growth and development
of individuals’ anti-racism practice?
To what degree is it important for
individuals to help people raise their
awareness of white privilege and racism
and organize to disrupt their
manifestation?
5. Final Reflection
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2. Community
Engagement Plan
4. Assessment
Report