Teaching Diverse Populations

The aim of diversity management is to create a climate in which anyone who is different (which means everyone) feels accepted (at least), respected (preferably), and valued (ideally).  – Robert Hayles

Course Information:

Course Number:

EDG 2701

CRN:

18397

Meeting Type:

Online

Course Description:

EDG 2701 provides an overview of the issues related to teaching diverse student populations.  Topics include demographics, foundations of prejudice, essentials of culture, diversity and commonalities, exceptionalities, barriers to cultural understanding, and valuing diversity.  Included is a 15-hour directed field experience in a diverse educational setting.

Course Objectives:

This course is designed to work closely with Valencia’s Student Core Competencies.  The objective of this course is to provide you with useful tools to help you become a more efficient teacher and provide a better education for your students.  Students completing this course will be able to:

1. identify structural factors in schools which affect the quality, equality, and equity of education.
2. assess the impact of racism, discrimination, and teacher expectations on student achievement.
3. identify frequently used terminology related toward diversity in education.
4. assess the impact of family, social structure, and communication styles of the teaching-learning process.
5. experience what it is being a “minority”, and to go through the learning process of multicultural education and culture shock.
6. become familiar with and analyze “successful” multicultural programs and reforms within American schools.
7. understand the needs of ESOL students and to explore how one’s language and culture shapes one’s life perceptions and educational experiences.
8. utilize inter-group and intra-group collaborative communication strategies.
9. implement intercultural understanding and skill sets that would encourage positive acceptance to the classroom and future learners.

Professor Information:

Name:

Angelique Smith

Office:

Social Sciences, West Campus

Phone:

407-582-5403

Email:

angsmith@valenciacc.edu however after the class starts we will utilize only WebCT email to communicate with each other rather than Atlas

General Information:

Required Materials/Text:

·         Cushner, K., McClelland, A., & Safford, P. (2003).  Human Diversity in Education: An Integrated Approach.  5^th Edition. Boston: McGraw-Hill. 

·         Cushner, K. (2003).  Human Diversity in Action: Developing Multicultural Competencies for the Classroom.  2^nd Edition. Boston: McGraw-Hill. 

·         Access to a working computer with internet access.

·         An open mind and a willingness to discuss “touchy”, “hot button”, and sometimes uncomfortable issues.

Valencia Student Core Competencies:

Valencia faculty have defined four interrelating competencies (Think, Value, Communicate, Act) that prepare students to succeed in the world community.  These competencies are outlined in the College Catalog.  In this course, through classroom lecture and discussion, group work, and other learning activities, you will further your mastery of those core competencies. Additional information is available in the College Catalog (http://valenciacc.edu/catalog/05-06/default.htm).  

This course will assist the student in reinforcing the following Valencia Competencies:

• Think critically and make reasoned choices by acquiring, analyzing, synthesizing, and evaluating knowledge on diversity issues.
• Read, listen, write, and speak effectively regarding issues of diversity.
• Explore and clarify personal strengths, values, and goals in relation to cultural values.
• Review the knowledge and skills necessary for effective citizenship.
• Possess and practice skills necessary to succeed in the 21^st century.

EDG 2701 is generally required as a prerequisite for state university teacher education programs in Florida.  This class is designed to require the analysis of ideas, patterns, and principles related to diversity in educational settings.  Challenges will be presented to allow you to create new applications for diversity in the field of education.  New ideas and challenged beliefs will provide new avenues of communication to peers, students, and parents.  Participation and presentation requirements are designed for students to express and communicate thoughts and ideas in a safe and open environment.  I am available to help students, so do not be afraid to call/e-mail me or ask me any questions about the course or content.  The knowledge you gain from this course will allow you to recognize practical value through understanding diversity in education.  Applying this knowledge will be a valuable tool for future teaching responsibilities.  Finally, I am a firm believer in action with education.  This is not a “sit back in and passively get your grade” educational environment.  The objective in this course is to create, implement, and apply knowledge through practical and useful applications.  You will create constructivist paradigms relating to diversity with the understanding that if you do not know the answer to something, then you will know how to acquire the knowledge you seek.  It is up to you to make this class a learning experience.

Attendance/Participation:

Yes, you can attend an on-line course.  You do so by logging into the course.  You must log into the course and do at least three postings a week to the class discussion board: one answering the questions/topic of the week, and two direct responses to other students’ posting.  Missing a week will count as an absence from class.  Missing two weeks will result in your being withdrawn from the course.  The more you participate, the more you will gain from the course.  As you are planning to be an educator, you can understand that it is important for your students to be active in their learning.  Being active means, at minimum, being present.  Late assignments will be lowered 10% per day.  You must respond to Discussion of the week.  Failure to respond to the Discussion of the week will count as an absence.  After two absences, you may be withdrawn from the course.

Note to students with disabilities:

Students with disabilities who qualify for academic accommodations must provide a notification from the Office for Students with Disabilities (OSD) and discuss specific needs with the instructor, preferably during the first two weeks of class.  The Office for Students with Disabilities determines accommodations based on appropriate documentation of disabilities. 

Student Code of Classroom Conduct:

Valencia is dedicated not only to the advancement of learning, but is concerned with the development of responsible personal and social conduct.  By enrolling at Valencia, a student assumes the responsibility for becoming familiar with and abiding by the general rules of conduct.  Even though this course is on-line, it is possible for discussions or postings to become disruptive to the learning process.  Students who engage in prohibited or disruptive acts may be asked by the professor to leave the course.  Violation of any Valencia policies/procedures or classroom rules may lead to disciplinary action up to and including expulsion from the College.  Disciplinary action could include being withdrawn from the class, disciplinary warning, probation, suspension, expulsion, or other appropriate and authorized actions.  Valencia’s Student Code of Classroom Conduct (Policy 10-18) can be found in the current student handbook, or online at http://valenciacc.edu/policies/PDF/10-18.pdf.

Academic Honesty:

Each student is expected to author his/her own work.  All forms of academic dishonesty are prohibited at Valencia.  Academic dishonesty includes, but is not limited to, plagiarism, cheating, furnishing false information, forgery, alteration or misuse of documents, misconduct during a testing situation, and misuse of identification with the intent to defraud or deceive.  Sanctions available to the professor should a violation occur are described in the Valencia Student Handbook, or can be accessed online at http://valenciacc.edu/policies/PDF/10-16.pdf.

College Withdrawal Procedure:

The College has initiated withdrawal procedures and timelines in response to legislation/rules adopted by the state legislature and State Board of Community Colleges.  The deadline to withdraw from this course is November 4^th.  After that date, if you withdraw or are withdrawn from the course, you will be assigned either a “WP” (withdrawn passing) or a “WF” (withdrawn failing).

Important Web Pages:

Current Valencia Catalog:  http://valenciacc.edu/catalog/05-06/default.htm

Valencia Calendars: http://valenciacc.edu/calendar/

Attendance Policies:  http://valenciacc.edu/policies/PDF/10-02.pdf

Final Exam Policy:  http://valenciacc.edu/policies/PDF/05-12.pdf

WebCT Student Training:  http://www.valenciacc.edu/helpnow/webctstudent.asp

Student Responsibilities:

1.      Orientation is mandatory and is available at the following link: http://www.valenciacc.edu/helpnow/webctstudent.asp

2.      To log into WebCT, use the following URL:  http://webct.valencia.cc.fl.us/ 

 

3.      Students should have reliable access to the Internet to take this course as computer and/or Internet Service Provider problems are not accepted as excuses for uncompleted or late work.  In addition, a basic proficiency in using a computer, the Internet, and e-mail is essential.

4.      Every student will be provided an e-mail account in WebCT that he/she should check frequently for course messages from the professor.  Failure to check e-mail messages sent from the professor will not be accepted as an excuse for late work.  When emailing the professor, please only use the email available in WebCT: Do not email the professor using Valencia’s Atlas email system.     

5.      All class assignments, handouts, readings, and quizzes, and final exam will be available exclusively on the course Internet website.

6.      All documents submitted for review or grading via an email attachment (e.g., DFE proposal, DFE paper) must be created and saved using Microsoft Word or as Rich Text Format (RTF) if using a Macintosh computer or MS Works.

7.      Students must complete their own work.  Working with others on assignments and quizzes is prohibited and constitutes academic dishonesty. 

8.      It should be noted that because of the large range of diverse issues examined in this course, there will be a few topics that may be considered controversial.  Students are expected to be aware of the differing views, and to be open to others’ views.  By providing courtesy to others during forum postings, even on items that are not endeared by the majority, the learning atmosphere is enhanced.

9.      Any problem encountered during the semester must be immediately communicated to the professor.  Failure to do so could result in course work being considered late and ultimately result in final grade reduction. 

10.  There are fourteen quizzes in the course.  Each quiz will cover one chapter in the course text.  The due dates for the quizzes are listed below.  All quizzes must be taken and submitted on-line to earn a score.  It is the student’s responsibility to verify that his/her grade posts on the Internet web site after completing a quiz.  Any quiz can be taken before its deadline.  Late quizzes will not be accepted.
   

11.  Every student must participate in the class discussion board each week.  Participation in the discussion board will allow students in the course to collectively exchange ideas about the issues surrounding the course.  The following standards must be met when participating in the discussion board.

a)      The discussion board is intended to serve primarily as an additional learning resource in the class.  While social niceties (e.g., Hello, How are you?) are welcomed, a detailed discussion of what you did over the holiday break is not.

b)      Please observe Internet etiquette (netiquette).  Do not type in all caps (it’s considered shouting), avoid excessive sarcasm (it can be misunderstood), and be sure to put your name at the end of all your postings.

c)      Each week you will be responsible for responding to the initial “seed posting” by the professor by midweek.  By the due date you will also have provided substantial responses to at least two other classmates in reference to the material.  Because I am the professor, I will determine what substantial is.  If your messages are not meeting my expectations, I will let you know in an individual e-mail     

d)     Use the subject line to clearly identify what the topic of your post is.  Do not leave the topic line blank or use a subject line of a previous thread if you are changing the topic.

e)      Questions about due dates, assignments, and other class structure or procedure matters will not count as posts and should not appear on the forum.

f)       Be cognizant of spelling, grammar, etc., when posting.

g)      Inflammatory, rude, or pointless posts will result in an individual e-mail from me describing what I see as an inappropriate use of the forum.  If I remove you from the forum because of ongoing noncompliance with the aforementioned, you will not be offered an alternate assignment to improve that lost portion of your grade.

h)      Please do not forward jokes, urban legends, or virus rumors to the forum. 

i)        Participating in the forum means not only posting on the forum but also reading others’ postings.

12.  Every student must successfully complete the required 15 hours of Directed Field Experience in order to receive a passing grade for this course. See Directed Field Experience Section for more detailed information about deadlines, required forms, and format for the paper.

Course Assignments and Grade Calculation:

Field Observation:

This course includes a 15-hour directed field experience in a diverse K-12 public school educational setting. If you would like to gain field experience in a private, parochial, or charter school you will be allowed to do a maximum of 5 hours of field experience in one of these learning environments with prior approval from your instructor. If you are a teacher in higher education, nursing, or business you may submit a request to your instructor by the second week of class for an alternative field-observation that will benefit your individual job requirements. Prior teaching experience or volunteer service will not count as part of your field observations.  Tutoring, babysitting, day care center and pre-school experiences are not acceptable.  You must complete volunteer paperwork required by the county in which you will complete your observations.  See attached memo.

Field Experience of 5 hours each (total=15) is suggested in the following 3 specific areas; however the course requires 15 hours of general experience and any combination of the following is acceptable:

a) Exceptional Education (Gifted, LD, ADHD, Visual Impaired, Hearing Impaired, etc.)

b)   Ethnic Specific (Any predominantly ethnic group where cultural differences are very vivid. For example: a predominately Jewish, Muslim, or Hispanic School.)

c)   ESOL/Bilingual Education.  

By the third week of class, you must e-mail me the following information for approval of your field experience:

1.  Names and addresses of the schools you will be visiting, and

2.  Names of teachers you will be observing and grades and subjects teaching.

An official verification form with all fifteen hours documented is required for all students and must be signed by your supervising teachers in order for you to receive credit for the course. If the fifteen hours are not properly documented and verified, then a grade of F will be awarded.  This will be submitted prior to the end of the semester (See Assignment Deadlines for details).

Quizzes (250 points):

There will be thirteen quizzes in WebCT (20 points each) and a final exam (100 points).  The final exam must be taken the week of December 6^th-December 12th.  Review materials for the final exam will be posted in WebCT the week before the final.  As a student and future teacher, you must approach reading assignments and materials discussed in class in a participatory way by summarizing, outlining, and discussing the materials with study partners, or otherwise processing the materials in an active way in order to understand the concepts presented.  The products of your own active processing become an important part of your exam material.  Without acceptable documentation, no make-up exams will be given and you will receive a “0” for a missed exam.

Experiential Cross-Cultural Task & Report     (Must be submitted before 11/1/2005

This particular assignment in Chapter 5 encourages you to explore a diverse cultural event.  This is your individual choice.  It can be a religious ceremony, a cultural event, or an exploration into a “different” group.  Please use discretion when choosing (nothing dangerous) and try to choose a culture or society that you would normally have no exposure to.  Choose an experience where you are the “minority”.  This activity will require evidence of attendance and participation (photos, program of the event, etc), and a written report describing your experience.  You must post the report to the course web page, and the evidence of attendance must be turned in with your assignment.  Must be submitted PRIOR TO: December 11^th.

If you find a particular event you would like to attend, I encourage you to post a message on the course board asking if others would like to join you.  Please remember that you will be a guest at the event you choose.  Any derogatory comments will result in negative consequences.

Writing Standards/ Rubrics (For All Assignments)

Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written material must follow specific standards regarding citations of authors' work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials (see National University Services below). Grades will be assigned for written material in accordance with the University catalog and the following general criteria.

NOTE: Letter grades may be assigned for any or all of the following reasons:

"A" Range: Outstanding achievement, significantly exceeds standards

• Unique topic or unique treatment of topic, takes risks with content; fresh approach.
• Sophisticated/exceptional use of examples.
• Original and "fluid" organization; all sentences and paragraphs contribute; sophisticated transitions between paragraphs.
• Integration of quotations and citations is sophisticated and highlights the author's argument.
• Confidence in use of Standard English; language reflects a practiced and/or refined understanding of syntax and usage.
• Sentences vary in structure, very few, if any mechanical errors (no serious mechanical errors).

"B" Range: Commendable achievement, meets or exceeds standards for course.

• Specific, original focus, content well handled.
• Significance of content is clearly conveyed; good use of examples; sufficient support exists in key areas.
• Has effective shape (organization), effective pacing between sentences or paragraphs.
• Quotations and citations are integrated into argument to enhance the flow of ideas.
• Has competent transitions between all sentences and paragraphs.
• Conveys a strong understanding of standard English; the writer is clear in his/her attempt to articulate main points, but may demonstrate moments of "flat" or unrefined language.
• May have a few minor mechanical errors (misplaced commas, pronoun disagreement, etc.), but no serious mechanical errors (fragments, run-ons, comma splices, etc.)

"C" Range: Acceptable achievement, meets standards for course

• Retains overall focus, generally solid command of subject matter
• Subject matter well explored but may show signs of underachievement
• Significance is understood, competent use of examples
• Structure is solid, but an occasional sentence or paragraph may lack focus
• Quotations and citations are integrated into argument
• Transitions between paragraphs occur but may lack originality
• Competent use of language; sentences are solid but may lack development, refinement, style
• Occasional minor mechanical errors may occur, but do not impede clear understanding of material
• No serious mechanical errors (fragments, run-ons, comma-splices, etc.)

"D" Range: Unsatisfactory achievement; does not meet acceptable standards
Note: The "D" grade is a passing grade; work that is not of "passing quality" should receive grade "F".

• Significance of content is unclear
• Ideas lack support, elaboration
• Lacks sufficient examples or relevance of examples may be unclear
• Support materials is not clearly incorporated into argument
• Expression is frequently awkward (problematic sentence structure)
• Mechanical errors may often impede clear understanding of material
• May have recurring serious mechanical errors (fragments, run-ons, comma splices, etc.)

"F" Range: Fails to meet minimal standards

• Ignores assignment
• Lacks significance
• Lacks coherence
• Includes plagiarized material (intentional or unintentional)
• Lacks focus
• Difficult to follow due to awkward sentence or paragraph development
• Mechanical errors impede understanding
• Problems with writing at the graduate level

Definition of Grades:

A Outstanding Achievement: Significantly exceeds standards
B Commendable Achievement: Exceeds standards
C Acceptable Achievement: Meets standards
D Unsatisfactory Achievement: Below standards
F Failing

Grading Scale:

You have the opportunity to gain 1000 points in this course.  Your grading scale is as follows:

Additional extra credit can be earned by your level of activity in the course.  The more you post, the more you learn.  If you are particularly active, you may notice a boost in your overall grade is bordering close to the next level.