HED645: Systemic Oppression in Higher Education

Monday 2pm-4pm
Education 320

Instructor Contact Information

Holly Kerrigan
Hkerrigan33@email.arizona.edu
520-621-5878
Office Hours: Monday/Wednesday- 9am-11am or by appointment
Course Overview
This course is designed to help students critically think about issues presented in current day
Higher Education in the United States. Primarily engaging with material such as academic
articles, scholarly reviews, and peer to peer assignments. Throughout this course students will
critique articles, write their own thoughts and ideas about higher education, and create holistic
projects.

Course Objectives
Students will be able to:

o Identify multiple ways systemic oppression has shaped our current higher education
system

o Develop a change mindset in order to combat issues we face in higher education

o Explain ways a least two groups have been marginalized or excluded in higher
education

o Disaggregate groups from one another to fully understand the data presented about
marginalized communities

o Critique high level, peer reviewed articles to be able to articulate an opinion based off
of research

o Analyze steps higher education took to get to the point we examine in literature today
Teaching Philosophy
As an educator I strive to cultivate an inclusive, accessible, and engaging classroom. As an
instructor of Higher Education, I want to ensure that even though our system is inherently
exclusive of diverse students and populations, my classroom is inviting and open to all who want
to learn and grow. I teach in a way that challenges students to think and be creative about their
learning. I strive to cultivate spaces where each student can find a path that works for them to
learn. It is extremely important for my students to know that their learning is unique and will be
different from their peers. With this initial framework in mind, I lay out my classroom in a
unique way.
Multiple Means of Engagement: As mentioned above, each learner experience is different. As
an instructor I work to create an environment where all students can learn in a way that suites
their needs and their growth. In my lessons I include different types of engagement and recall
strategies to meet the needs of diverse student populations. I also create assignments that can be
completed in different forms from one another. As an instructor I am looking for students to
show me their learning, the ways that they demonstrate their learning can and should look very
different. By giving students creative freedom, I learn more from them and I give them a chance
to explore the material in a way that works for them.
Frequent and Consistent Feedback: I don’t believe that students learn all at once, so creating
spaces for feedback and evaluation throughout the semester is key for student success. Students
aren’t going to improve and dig deeper if I don’t help give them feedback and ways to grow.
This goes back to my multiple means of engagement as well. I try to have spaced deadlines so
that students can get feedback and make appropriate changes. People learn developmentally and
over time. By creating this feedback opportunity, I also learn, grow, and can adjust assignments
to meet the learning needs of my students.
Updating with the Times: Students are always changing, and their learning is too, which means
my classroom should update as well. I work to create a classroom that is relevant and with the
times of today. In Higher Education we have to talk a lot about the past to see how we got here,
but we also have to create plans for the future so that we can be better. This mentality is the same
in my classroom. I need to consider the needs of my students and the learning goals of my
students in order to appropriately engage them in learning. I do this through feedback as well and
continuing to know the needs of my students.
Research and Theory Grounded: Students will engage with significant amounts of research
and theory while engaging in my classroom. However, they should also see these play out in
their everyday lives and within out classroom. Theory guides our practice and I strive to emulate
theoretical practices in my classroom. By demonstrating what we are learning in everyday use,
students can create connections to use in their everyday lives.
Ultimately, my classroom should be a space for students to learn, engage, and grow in an
environment that is open, changing, and supportive of all students. As an educator, I can help
control the space students are walking into that will cultivate their learning. I am a firm believe
that students must first feel comfortable and invited if we expect learning to happen.
Assignments
Participation
Participation includes both being present in class as well as actively engaging with that material
while in class. I recognize that engagement doesn’t always mean talking, but you should engage
in way that makes sense to you. Each week we will do brief summary write-ups in order to
engage with the course material as well as your classmates.
In Class Presentation
Each week students will be asked to present about a reading or topic we discussed in a previous
class or something will we discuss. This can be a current event, scholarly article critique, or
whatever seems important and relevant to the course. These will each be about 10-15 minutes.
Students will need to present their idea at least 2 weeks prior to the presentation in order to get
approval. Sign up for dates and times will happen during the second-class session.
Group Critique Paper
In order to prepare students for the final critique paper students will do a group critique paper.
Groups will be around four to five students and can be on any topic we have discussed. Articles
may not be ones we already read or discussed in class. Students should submit the article with
the critique, so it is easily referenced when reviewing. Papers should be 5-8 pages long and be in
APA format. Groups and further information will come as the semester goes on.
Concept Map
To prepare for the final critique and in lieu of a tradition final, students will be asked to create an
encompassing concept map. This map can look anyway that makes sense to the student. This
concept map should include at least 5 authors and 5 distinct concepts discussed in class. Further
details to come.
Final Critique Paper
The final critique paper will be completed individually on any topic discussed during the class.
Students will select an article that discusses a topic we learned in class and will critique it. This
cannot be an article we have already discussed in class. Students should send in the article before
writing the paper to get it approved. Papers should be between 8 and 10 pages long and in APA
format. Students may submit this early for review. More information to come as the semester
continues.
Assignment Percentage Break Down

Course Work Percentage

Discussion Participation 25%

In Class Presentation 15%

Group Critique Paper 10%

Concept Map 15%

Final Critique Paper 35%

TOTAL 100%

Course Grading Scheme

This course is based on a tradition scale. See the table below for letter grade break downs.

Points Percentage Letter

Grade
90-100 90-100 A

80-89 80-89 B

70-79 70-79 C

60-69 60-69 D

Below 60 Below 60 E
Course Topics:
Week Topic Assignment Due
Week 1 Introduction to Higher In class participation
Education summary
Week 2 Financial Implications in In class participation
Higher Education summary
Week 3 Woman and Higher Education In class participation
summary
Week 4 Race Considerations In class participation
summary
Week 5 Social Stratification In class participation
summary
Week 6 Road to College In class participation
summary
In Class Presentation Group 1
Week 7 Post Collegiate Opportunities In class participation
summary
In Class Presentation Group 2
Group Critique Paper Due
Week 8 Integration vs. Assimilation In class participation
summary
In Class Presentation Group 3
Week 9 Physical and Non-Physical In class participation
Structural Barriers summary
In Class Presentation Group 4
Week 10 Ability in Higher Education In class participation
summary
In Class Presentation Group 5
Week 11 Guest Lecturer: TBD In class participation
summary
In Class Presentation Group 6
Week 12 Creating Connections In class participation
summary
In Class Presentation Group 7
Concept Map Due
Week 13 Development of Critical In class participation
Agency summary
In Class Presentation Group 8
Week 14 Continuation of Critical In class participation
Agency summary
In Class Presentation Group 9
Week 15 Moving Forward in Higher In class participation
Education Institutions summary
In Class Presentation Group
10
Final Critique Paper Due
Behavioral/Class Climate Policy
To ensure and inclusive, welcoming, and engaging classroom environment, both the students and
the instructor play a vital role. This is a space were mistakes are welcome. Our class is highly
focused on discussion, so it is important that students feel they can speak up and their voice is
heard. Be aware and respectful of the things you say as to avoid microaggressions.
It is important that we recognize the space we take up and how we can be sure to include
everyone in the conversation. Inappropriate behavior will not be tolerated and will be addressed
on a case by case basis with the instructor. Dean of Students could get involved if necessary.

Non-discrimination and Harassment Policies

Please see the attached link for any questions or concerns regarding non-discrimination and
harassment: http://policy.arizona.edu/human-resources/nondiscrimination-and-anti-harassment-
policy

Accommodations for Students with Disabilities:

Please see the attached link for support through the Disability Resource Center:
drc.arizona.edu/instructors/syllabus-statement

Academic Policies and Procedures:

As a University of Arizona student, you are expected to become familiar with and abide by the
university-wide policies and procedures. Attached is the link for any questions regarding policies
and procedures: http://catalog.arizona.edu/policy-audience/undergraduate.

Academic Integrity :
As a student at the University of Arizona, you assumed a commitment to uphold the Code of
Academic Integrity. You can review these rules at
http://deanofstudents.arizona.edu/codeofacademicintegrity. Any instances of academic
dishonesty could result in a grade of E for the course.

Subject to Change:
As the instructor I have the right to update and change anything presented on this syllabus,
besides the grading scheme throughout the year. My commitment to you is that whenever
something is updated or changed, you will be notified with ample time to adjust.

SOTL Annotations:
Frequent Assessment: By doing weekly participation summaries I will be able to gauge and see
where students are in their development of the content. This will allow me to update readings,
share new information, reexplain new information, and help specific students. This will also help
with metacognition and development of understanding.
Peer Engagement: By creating spaces to learn from their peers, students get to not only teach
but learn in new ways as well. This creates a space of trust and engagement. It also helps hold
students accountable to their work.
Blooms Taxonomy: In order to create the course objectives, I used Blooms Taxonomy. The
objectives presented follow the order of the pyramid and create learning opportunities that build
off one another. Students should constantly be developing in this course and having those
objectives as the backbone can help ensure that happens.
Multiple Means of Engagement: While there are required assignments, there is a lot of freedom
within the assignments that allows students to engage with the material in a way that makes
sense to them.
Real World Application: A large part of this course is taking information and utilizing it in
everyday life. With this, information should resonate with students and create a further interest
and investment in the course learning. Creating connections outside the classroom will also help
with retention of knowledge.
Classroom Discussions: By engaging in classroom discussions students will utilize retrieval
practice from their readings/homework to engage in the content being discussed. This will also
help them with their weekly summary posts.
Spaced Deadlines: While there are small things due every week, the large assignments are
spaced out. This will help with student overload as well as allow ample time for feedback.
Students will have the opportunity to make changes and improve their work as they go on.
Frequent Feedback: Feedback will be given on most summaries and then on all the large
assignments. This will allow students the opportunity to learn and make additions to their
projects as the semester goes on.