ED 519 Diversity in the Classroom
S2P 2006 DL
Ph. D.M. Ed.B. S.
College for Distance Learning
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)
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)
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)
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
* Students with special needs, please contact me to arrange a convenient time to discuss accommodation for your learning. Thanks.
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.
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 .