ED519 Diversity in the Classroom

for S2P 2009

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School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.

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.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


ED 519 Diversity in the Classroom


S2P 2009 DL


Lovern, J. Jeannette

Daytime Phone





Semester Dates

S2P 2009

Class Days




Credit Hours



There are THREE texts.

Text 1: I Won't Learn From You: And other thoughts on creative maladjustment. New York: The New Press. (1994). Author: Kohl, H.

ISBN: 1-56584-096-8

Text 2: Educating everybody's children: Diverse teaching strategies for diverse learners. Alexandria, VA: Association for Supervision and Curriculum Development. (Ed.) (1995).

Author: Cole, R.W.

ISBN: 0-87120-237-9

Text 3: White privilege: Essential readings on the other side of racism. New York: Worth Publishers. (Ed.)

(2003). Author: Rothenberg, P.S.

ISBN: 0-7167-5295-6



Textbooks can be purchased through the MBS bookstore

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Course Description:
ED 519 Diversity in the Classroom: 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.

Educational Philosophy:
The facilitator’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

Learning Outcomes:
  Core Learning Outcomes

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

Core Assessment:

Class Assessment:

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. 

  • 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. 

  • Grading:

    Course Grading Scale

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

    Late Submission of Course Materials:
    Late work, for reduced points,  will be received only until 11:59 p.m. Sunday for the following week. For example, late work for Week 2 will only be received during Week 3. No further work will be received for Week 2 after that.

    Classroom Rules of Conduct:
    Graduate-level grammar and spelling is expected. The postings should be respectful and professional. No vulgarity or inappropriate slang will be tolerated.

    Course Topic/Dates/Assignments:

    Every week, there will be discussion threads to post to. These postings will be related to the readings in the three texts. In addition to initial postings, students are expected to respond to peers for each thread.

    Also, every week, there will be a "Lessons Learned" thread for students to post to at the end of the week. It will be a synthesis of what the student has learned from the readings, the lectures, and participation in the discussion threads.

    Topics for each week and major assignments are:

    Week 1: Intro, Defining Diversity, and Discussing Feelings

    Week 2: Attitudes

    Week 3: Where Are We?   During Week 3, students will choose the non-majority group they will be researching for their final project and notify the instructor of their choice.

    Week 4: What Works?   During Week 4, students will participate in a groupwork activity.

    Week 5: Curriculum for a Diverse Population    During Week 5, students must send an update to the instructor on their progress on the non-majority final project paper.

    Week 6: Strategies and Discussing Feelings Again

    Week 7: Math and Creative Maladjustment

    Week 8: Final Thoughts, Final Projects, and Final Exam (Students will take a proctored final exam. They will also post their non-majority paper for their peers to read.)

    Academic Honesty:
    As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25


    Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

    Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

    Park University 2008-2009 Graduate Catalog Page 25

    Attendance Policy:

    Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29

    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. 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 .


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    Last Updated:3/10/2009 3:02:39 PM