Syllabus Entrance
Printer Friendly
Email Syllabus

ED 519 Diversity in the Classroom
Freeland, Deborah Kim


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

Course

ED 519 Diversity in the Classroom

Semester

S2P 2006 DL

Faculty

Freeland, Kim

Title

Professor

Degrees/Certificates

Ph. D.
M. Ed.
B. S.

Office Location

College for Distance Learning

Office Hours

TBA

Daytime Phone

(816) 584-6531

E-Mail

kim.freeland@park.edu

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

I Won't Learn from You: And Other Thoughts on Creative Maladjustment by Kohl

Paperback: Dimensions (in inches): 0.54 x 8.24 x 5.46
Publisher: New Press (July 1995)
ISBN: 1565840968
Educating Everybody's Children:  Diverse Teaching Strategies for Diverse Learners by Cole, Editor

Paperback: Dimensions (in inches): 0.50 x 11.00 x 8.50
Publisher: Association for Supervision & Curriculum Development (March 15, 1995)
ISBN: 0871202379
White Privilege: Essential Readings on the Other Side of Racism by Rothenberg, Editor

Paperback: 148 pages ; Dimensions (in inches): 0.43 x 9.14 x 6.14
Publisher: Worth Publishing; (January 2002)
ISBN: 0716752956


 

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore


Course Description:
An attempt to look at changing  classroom demographics and the implications for the classroom teacher. A wide variety of readings and activities will be used to introduce the teacher to the needs and culture of various groups.

Learning Outcomes:
  Core Learning Outcomes

  1. Students will become sensitive to the diversity among their students related to background and learning preferences. (MOSTEP 1.2.3)
  2. Students will learn to critical interrogate readings to help them formulate ideas and understandings and to assess information and situations. (MOSTEP 1.2.1)
  3. Students will develop understanding and appreciation for a non-majority group and will share information with the class.(MOSTEP 1.2.2, 1.1, 1.2.7)
  4. Students will develop a comfort level in discussing differences.(MOSTEP 1.2.7)
  5. Students will explore ways education can impact issues of equity and justice.(MOSTEP 1.2.9)
  6. Students will explore ways schools can be more inviting to all students.(MOSTEP 1.2.9, 1.2.10)
  7. Students will develop/revise a curriculum they use in class to make it multicultural.(MOSTEP 1.2.4)


Core Assessment:


Class Assessment:

* Students with special needs, please contact me to arrange a convenient time to discuss accommodation for your learning.  Thanks.

GRADING

1. Participation/Discussion Postings (32%)   Each student will be an important member of the learning community and class participation represents a substantial component of this course.  Moreover, the learning created through class discussion/postings, collaborative group work, and experiential learning will be essential for developing an understanding of course material.  You will read the assigned chapter(s) and be prepared to "discuss"/ write a reflective response to the questions posted.  Participation is imperative and lack of participation will result in lowering of the final grade.  You must post a response to each thread. In addition, you are expected to participate in the discussion by responding to your peers initial postings. You initial posting is due by 11:59 p.m. each Wednesday. Your responses to your peers are due by noon each Sunday.  When posting a response to a peer, you must thoughtfully reflect on the peer's comments and clearly identify (supporting your position with text reference) your agreement or disagreement to their position/statement. Peer responses that simply say, "Good job" should be avoided. Each thread will be worth 10 points each. (Initial posting, 6 points; grammar/spelling/word usage, 1 point; response to peers, 3 points) The groupwork project will be worth 40 points.

2. (LL) Lessons Learned (21%)   Each student will describe what he/she gained or learned from the assigned reading.  This response will be posted in the discussion area under Lessons Learned" thread.  The purpose is to develop your critical thinking skills in a succinct fashion.  Please read all other posted responses first, and enter a response that is varied from previous entries. We are interested in your individual contribution and ideas! Although each post for these threads may not be lengthy, each should represent lots of reflection resulting in a good synthesis. Each week's posting is worth 20 points.

3. Non-Majority Project (27%) – Each student will choose a non-majority group (Hispanics, Asian-Americans, Gays, Lesbians, Jews, Muslims, persons with a particular disability, etc.) and research the group. He/she will seek to find sociotypes within the group. In addition, he/she will look for information that will better acquaint educators with the group, give suggestions for appropriate and inappropriate language to use, and discuss how educational practice might change to meet the needs or preferences of the group. This project should be posted under the Research Project Thread. All students are expected to read all research projects posted. The project is worth 200 points. Rubric

4.  Final Exam (20%) - The final exam will be available online during Week 8. Students will have two hours to complete the exam. Seven essay questions will be available. Each student will choose three to answer. Books and notes may be used. Please note that you should not enter the final exam area until you are ready to take the final exam. You can only enter the exam once and your two-hour time period will begin when you enter.


Submission of Late Work: Late work, for reduced points,  will be received only until 11:59 p.m. Sunday for each week.
Guidelines for selecting an acceptable proctor can be found on the Park University Website.  

Other Information on proctored exams:
It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor.  
Approval of proctors is the discretion of the Online instructor.  
A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval.  
Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.

Grading:
Participation/Discussion Postings (32%)
(LL) Lessons Learned (21%)
Non-Majority Project (27%)
Final Exam (20%)

Course Grading Scale

A = 90- 100%
B = 80-89%
C = 70-79%
D = 60-69%
F = < 60%

Late Submission of Course Materials:
Submission of Late Work: Late work, for reduced points,  will be received only until 11:59 p.m. Sunday for each week.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Graduate Catalog Page 20-22

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Graduate Catalog Page 20-22

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2005-2006 Undergraduate Catalog Page 89

Park University 2005-2006 Graduate Catalog Page 23-24

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is copyright and can not be reused without author permission.