Course Number: Course Title

HUMAN DIVERSITY

Term: &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Fall: 2010 1

Course Number: &= nbsp; &nbs= p; &= nbsp; EDUC 391Z

Instructor:&nbs= p; = &nb= sp; = Joi F. Patterson, Ph.D.

&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p;

Office: <= /span> &= nbsp; &nbs= p; &= nbsp; &nbs= p; Room 537

Off= ice Phone: = &nb= sp; = 219-473-4293; 473-4274

E-mail: &nb= sp; &= nbsp; &nbs= p; &= nbsp; &nbs= p; jpatterson@ccsj.edu

&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p;

Office Hours: &n= bsp; = ; &n= bsp; = ; Call for appointments

____________________________________= ___________________________

&= nbsp; &nbs= p; &= nbsp; Dates: &= nbsp; &nbs= p; September 11 – September 18

_______= ________________________________________________________<= /b>

Course Description:

In this course, the teacher candidate will examine the diversity of students (and families) encountered in the classroom, the scho= ol, and the community and these relationship of these diversities to a student’s self-concept, motivation, and learning. Nationality, ethnicity, race, gend= er, socio-economic status, abilities and cultures are examined, as well as, the influences of economic inequities, religious beliefs, gender and sexual orientation, language, exceptionalities, and ableness.

Learning Outcomes<= o:p>

<= /span>

INTASC<= /span>

ACEI

NBPTS

EC

NBPTS

MC

Understand the challe= nges of education in an ever-changing society.

= ·     &nbs= p;   Examine the reality of social change – including Census and Migration data.=

= ·     &nbs= p;   Define globalization and its effects

= ·     &nbs= p;   Compare and contrast the sequence of social change(s) throughout history

·         Reflect on Toffler’s “waves” of civilization<= /span>

3

3

2

3,4

Explore the concept of pluralism in American Society

= ·     &nbs= p;   Examine the impact as people from different cultures come together

= ·     &nbs= p;   Compare and contrast among groups – including cultural/religious/ethnic backgrounds

= ·     &nbs= p;   Investigate the “stages of encounter” i.e. U-Shape Hypotheses<= /span>

3

3

2

3,4

Discuss Legislative landmarks that were agents of social change

= ·     &nbs= p;   Be familiar with significant court cases and their adjudication; also the ef= fect of the outcomes on social change and education

3

3

2

3,4

Understand culturally responsive teaching

= ·     &nbs= p;   Teacher attitudes and other complex perspectives

= ·     &nbs= p;   Deficiency orientation vs. difference orientation

3,7

3,2

2,5

3,4,2

Understand and reflec= t on the effects of diversity, prejudice, stereotyping, discrimination, privil= ege

3,9

3,5

2,9

3,4,10<= /span>

Examine gender issues=

= ·     &nbs= p;   Explore cultural influences on gender

= ·     &nbs= p;   Discuss how gender roles are stereotyped; also sexism

= ·     &nbs= p;   Examine gender and sexual orientation

3

3

2

3,4

Define religious plur= alism and its role in the secular classroom

= ·     &nbs= p;   Define pluralism

= ·     &nbs= p;   Examine the role of religion in the classroom

= ·     &nbs= p;   Explore issues re: separation church and state

3

3

2

3,4

Indentify the characteristics of a diverse learning environment

= ·     &nbs= p;   Indentify types of diversities in the classroom; describe commonalities and differe= nces

= ·     &nbs= p;   Identify the components of the classroom/school environment; discuss the importanc= e, use, and impact of each component as it supports student diversity.<= /o:p>

2,3,9,10

3,1,5

2,1,4,9,7

3,4,9,10

____________________________________= _____________________________

Assessment/Assignment Descriptions<= /u>

Field Experience:

Objective:=

You will experience diverse local schools’ culture, climate, needs and challenges that different schools encounter based on location, socio-economic and value through observations, research, reflections, interviews and personal experiences.

Part I: Classroom Observation        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;

In this experience you will visit sc= hools, classrooms, teachers and students of four (4) categories: Public, Charter, Private and Suburban<= /i>. During your visit you will observe= the properties, processes, structures curriculum and culture throughout the sch= ool and classroom.

Part II: Teacher Interview            =             &nb= sp;            =             &= nbsp;

Using the same schools that you obse= rved, interview the teachers (not necessarily the same teacher), to ascertain information about the curriculum, structures and properties of each school. Ask the teacher to pr= ovide detailed information to extent in which they can tell you about educational benefits and challenges that their students and schools encounter.

Part III:           Mu= lticultural Comparative Analysis Research Paper: &= nbsp;           &nbs= p;            &= nbsp;

Based on your classroom observations= (2), teacher interviews (2) and IDOE website (at least 5 resources) you will wri= te a 5-7 page paper (include a cover and reference page). Using a comparative research model (guidelines provided). <= /o:p>

&m= iddot;      =    Format: APA Style

&m= iddot;      =    The2-3 pages of narrative should reflect a critical thinking approach responding to the rationales of the structures and process in place. Discuss the benefits and challenge= s of such structures

&m= iddot;      =    The comparative analysis charts should be brief and specific to the characteris= tics of the specific categories (this is part of the total number of pages)=

&m= iddot;      =    References: a minimum of 5 which should include teacher’s name, school, grade and years of experience, IDOE website page(s), any other material such as School Improvement Plan

&m= iddot;      =    Appendix: copy of field experience tracking = form (note: must be signed by all = four schools/teachers)

Diversity Topic Presentations:

Objective:

We continue to marvel at the rapidit= y and complexity of the changes occurring in relation to human diversity the classroom. It is the attentio= n to this reality that underlies much of what this assignment is about. Your presentations are to provide prospective educators with information that could lead to knowledge and abi= lity to teach a wide diversity of students.&nbs= p;

Media has a huge impact on society i= n both negative and positive ways. It especially can have a negative influence on our youth. Use media /technology as an effecti= ve tool to teach about diverse issues such as: gender bias, exceptionalities, social disparities, social justice, religion, race, prejudice, stereotypes, sexism, and economics…

Part I:      &= nbsp;       Multi-media-Presentation

Using a Th= ink-Share model of cooperative learning, you will choose a assigned to you to concent= rate on during your trip.

Design a Power Po= int presentation, which should include other media facets such as movie cl= ips, videos, U-tube, music… to examine

At the beginning = of your presentation provide focus questions (objectives)

At the end of your presentation informally or formally assess objectives

= ;

= ;

Participation =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;         50 points

Your participation, professionalism, organization, preparation and general disposition is extremely important to= the education profession and your direct impact on how students learn. Your disposition and participation= in this class is based on attendance (-25 points for each day tardy). Communication and team work with p= eers, respect for others, timeliness, professionalism, organization and appropriateness will be considered.

Professional attire is required for all presentations and field experiences.

Assignments=

        = ; Assignments

Points

Due Date

Field Experience=

Comparative Analysis Paper

5 – 7 pag= es

Cover and Refer= ence

Narrative Analysis

Comparative Cha= rt

Classroom Obser= vation Form

Field Experience Tracking Form

3 workshops

·           &nb= sp;         Agenda

·           &nb= sp;         One page reflection

Rubric

75

TBA

Diversity Topic Presentations

PowerPoint Presentation

Focus Questions=

Ass= essment

Rubric

TBA

____________________________________= __________________________________

Grading Scale:

Grade

Points

Grade

Points

A

100-92

C

77-72

A-

91-90

C-

71-70

B+

89-88

D+

69-68

B

87-82

D

67-62

B-

81-80

D-

61-60

C+

79-78

F

59 and below

Attendance Policy:

Intellectual growth a= nd success in college is reinforced through interaction in the classroom. Students reach personal goals and = course outcomes through regular and prompt attendance. The Education Department’s accelerated classes are intense and rigorous and demand student presence and participation. Therefore, if a student is absent from a cohort class three times, the student will be academically withdrawn by the instructor on the third day.<= span style=3D'mso-spacerun:yes'>

Center for Academic Excellence:

Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE), to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students = who are struggling in a course or who are doing well and would like to do bette= r. Regular weekly tutoring sessions are likely to improve your grade.<= /o:p>

Statement of Plagiarism:

If an instructor or other Calumet Co= llege of St. Joseph personnel find that a student has plagiarized or been involve= d in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for a= ny form of academic dishonesty is dismissal from the College. The procedures f= or judicial review are listed under the section of CCSJ handbook that addresses student grievances.

Please note: Calumet College of St. Joseph subscribes to Turnitin.com a= nd all papers can and may be submitted for checks on plagiarism from the Internet/Electronic sources/Databases.

Citation Guidelines:

Calumet College of St. Joseph adhere= s to citation guidelines as prescribed by the particular discipline (i.e., MLA, = APA, and Chicago Manual of Style or Turabian.).= All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. = These texts outline how to cite references from a variety of sources, including electronic media.

Withdrawal from Classes Policy:

After the last day for class changes= has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. The Registrar must receive written request for withdrawal by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar= or faxed to the College fax number 219-473-4259. Students are to make note of = the refund schedule when withdrawing from courses. The request is forwarded to = the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed.

An official withdrawal is recorded a= s a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the cour= se (see Refund Schedule).

Learning Outcomes<= o:p> <= /span>	INTASC<= /span>	ACEI	NBPTS EC	NBPTS MC
Understand the challe= nges of education in an ever-changing society. = · &nbs= p; Examine the reality of social change – including Census and Migration data.= = · &nbs= p; Define globalization and its effects = · &nbs= p; Compare and contrast the sequence of social change(s) throughout history · Reflect on Toffler’s “waves” of civilization<= /span>	3	3	2	3,4
Explore the concept of pluralism in American Society = · &nbs= p; Examine the impact as people from different cultures come together = · &nbs= p; Compare and contrast among groups – including cultural/religious/ethnic backgrounds = · &nbs= p; Investigate the “stages of encounter” i.e. U-Shape Hypotheses<= /span>	3	3	2	3,4
Discuss Legislative landmarks that were agents of social change = · &nbs= p; Be familiar with significant court cases and their adjudication; also the ef= fect of the outcomes on social change and education	3	3	2	3,4
Understand culturally responsive teaching = · &nbs= p; Teacher attitudes and other complex perspectives = · &nbs= p; Deficiency orientation vs. difference orientation	3,7	3,2	2,5	3,4,2
Understand and reflec= t on the effects of diversity, prejudice, stereotyping, discrimination, privil= ege	3,9	3,5	2,9	3,4,10<= /span>
Examine gender issues= = · &nbs= p; Explore cultural influences on gender = · &nbs= p; Discuss how gender roles are stereotyped; also sexism = · &nbs= p; Examine gender and sexual orientation	3	3	2	3,4
Define religious plur= alism and its role in the secular classroom = · &nbs= p; Define pluralism = · &nbs= p; Examine the role of religion in the classroom = · &nbs= p; Explore issues re: separation church and state	3	3	2	3,4
Indentify the characteristics of a diverse learning environment = · &nbs= p; Indentify types of diversities in the classroom; describe commonalities and differe= nces = · &nbs= p; Identify the components of the classroom/school environment; discuss the importanc= e, use, and impact of each component as it supports student diversity.<= /o:p>	2,3,9,10	3,1,5	2,1,4,9,7	3,4,9,10

Grade	Points	Grade	Points
A	100-92	C	77-72
A-	91-90	C-	71-70
B+	89-88	D+	69-68
B	87-82	D	67-62
B-	81-80	D-	61-60
C+	79-78	F	59 and below