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EDU 310 Issues in Diversity and WorldCultures
Fessel, Shirley


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

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 will be a renowned international leader in providing innovative educational opportunities for learners within the 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


Course

EDU 310 Issues in Diversity and WorldCultures

Semester

S1T 2010 DL

Faculty

Fessel, Shirley

Title

Senior Adjunct Instructor

Degrees/Certificates

MEd, Sudent Personnel and Guidance
MA. Communication
BA, English

Office Location

Online

Office Hours

Sunday through Friday, 10 am to 8 pm, CST

Daytime Phone

916 436 6735

E-Mail

Shirley.Fessel@park.edu

Semester Dates

Janaury 11 - March 7, 2010

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

Required:  Ladson-Billings, G. The dreamkeepers: successful teachers of African American children. ISBN: 978-0-7879-0338-1
 
Fadiman, A. The spirit catches you and you fall down: a Hmong child, her American doctors, and the collision of two cultures. ISBN: 978-0-374-52564-4
 
Recommended Course Textbook: Gollnick, D. M. Chinn, Philip C. Multicultural education in a pluralistic society. 8th ed. ISBN: 978-0-136-13899-0
 
* Additional course readings will be supplemented throughout the semester. If not provided in class or on the course website, these readings will be on reserve at the McAfee Library.

Also Required for all students seeking teaching certification in the state of Missouri:
All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
1.      Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.
 Contract Period         Contract Fee            Yearly Cost
  
 1 year                      $30.00                         $30.00
 2 years                    $59.00                         $29.50
 3 years                    $87.00                         $29.00
 4 years                   $112.00                        $28.00
 5 years                   $120.00                        $24.00
6 years                    $125.00                        $20.83
2.    Send an email to Carol Williams (carol.williams@park.edu) with the following information:
•    Your Name
•    The Contract Period you wish to purchase
•    Your student identification number
3.      Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.
4.      Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EDU310 (MLL) Issues in Diversity & World Culture: This course deals with issues of, equity and justice in education including gender, race, class, age, and non native English speakers while emphasizing the cultural diversity found in schools. Students will be exposed to educational situations that exemplify diversity, while reflecting on and grappling with such difficult subjects as religion, cultural competence, ethnocentricity, sexual orientation, and white privilege. Students are expected to engage in deep reflection and critical analysis of society and the impact of diversity in the school setting. 3:0:3

Educational Philosophy:
The instructor values student's ability to communicate in a way that reveals analysis, synthesis and evaluation of course materials. The instructor values student's who participate in a supportive way with other students and the instructor, show evidence of proactive problem solving, and appreciation for coursework within the larger context of the student's overall development in addition to fulfilling a requirement toward a career goal. The instructor values evidence of the student's professionalism as an educator in training. The instructor looks for evidence of proficiency in Park's literacies and development indicative of a college educated person.

  Instructor Learning Outcomes

  1. 1. Analyze discrimination in American society.
  2. 2. Discuss and citizens to the self-confidence and identity needs of all students.
  3. 3. Identify one's own areas of bias and allow each individual to work to address these.
  4. 4.Critique the history, culture, political positioning and power relationships of diverse American groups.
  5. 5. Discuss and write about the culture and history of diverse groups.
  6. 6.Model the power of education in addressing issues of class, race and gender.
Class Assessment:
Student learning will be assessed by way of class introductions; a final paper; online journaling (E-Entries); online class discussions based on supplementary readings; written analysis and discussion of 2 assigned books; 2 quizzes; 2 handouts developed by the student; and by way of attendance and participation.

Online Discussion:
With the exception of week 8, you will take part in 2 weekly, threaded discussions. It is your responsibility to carefully read and reflect on each discussion topic, which may be a question or internet activity, may involve additional research, or may require that you reflect on assigned articles or readings. Upon reflection, you must post an opinion or reaction to the topic. In order for you to take an active part in the entire discussion, and in order for your classmates to benefit from you perspective on each topic, this initial reflection must be posted no later than Wednesday at midnight of each week. After you have posted an initial reaction (usually a paragraph in length), you must then read your classmates’ responses, adding additional thoughts or commentary at least three times by Sunday at midnight of each week.  If your posts do not demonstrate understanding and adequate reflection, I reserve the right to ask you to delve deeper into the topic as well as assign partial credit.

World Culture & World Religion Handouts:
In weeks 5 and 6 you will create 2 handouts on an assigned world culture and an assigned world religion. A template for the handout will be provided and each must be uploaded to the appropriately labeled in weeks 5 or 6 by Sunday at midnight of the week it is due. The E-Entries for weeks 6 and 7 involve information on world cultures and religions as provided by your classmates. Therefore, it is crucial you take time in weeks 5, 6, and 7 to read all submitted handouts.

Quizzes:
You are expected to complete 2 quizzes used as a point of discussion or as part of a lesson. Therefore, you will not be graded on the number of correct answers you receive. Rather, quizzes must be completed in order to fully participate in class discussion.

E-Entries:
E-Entries are short essays to be completed in weeks 1, 2, 3, 4, 5, & 7.  In order to receive full credit for each of the 6 E-Entries, you must respond to all of their components. There is no minimum length requirement for these assignments, however, you must articulate your thoughts clearly enough to demonstrate your synthesis of each week’s course material. E-Entries MUST be submitted into the appropriate DROP BOX.  Emailed and paper submissions will not be accepted.  In addition, PLEASE do not submit your E-Entries as attachments! Simply type your submission directly into the Comment Box within the appropriate drop box.

Book Reviews/Analyses:

Your Book Reviews/Analyses are due in weeks 4 and 6. The purpose of these analyses is that you demonstrate you have read and reflected on the material, and that you are able to apply information gained to your particular field (for example, students who intend to become teachers must analyze the course material as it applies to the field of education). Each book review must be submitted as an attachment in its appropriate drop box.

Proctored Exam:
Every student enrolled in an online course at Park University must complete an exam in a proctored setting. Because the core assessment in this course is a final paper/essay exam, the proctored exam is a personal essay. Although informal in format, the proctored exam must exhibit an ability to synthesize the semester’s course material. It is your responsibility to submit the proper application for your proctor and arrange for this exam to be taken in the 8th week of the course.  Per Park’s policy on proctored exams, students who do not complete the proctored exam process will receive a failing grade in the course.

Core Assessment:

As do all courses at Park, this course includes a core assessment that measures the learning outcomes listed above.   The core assessment for this course is a paper/essay accounting for 25% of the total grade.  The topic of your paper, guidelines, and grading rubrics are provided for you on the course site.


Grading:
 

Grading:

EVALUATION                                                                        Total Points

            Attendance                 20%                               200

            Critiques                     10%     x 2                      200

            Experience                 20%                                200

            Reflections                 20%                                200

            Age interview            10%                                 100

            Research Paper          30%                                300

Grades will be based on 90%=A, 80%=B, 70%=C, 65%=D.

  An "A" indicates exceptional work that demonstrates understanding and critical thinking that goes beyond expectations.  A "B" represents above average work that represents understanding and critical thinking but does not achieve exceptional status.  A "C" represents doing what is expected.  A "D" represents work that is not acceptable but shows minimal effort.

Late Submission of Course Materials:
 

Late Submission of Course Materials:
I do not accept late work. Because of the amount of work required for this class, I highly recommend you tackle each assignment as soon as it is assigned or posted, allowing time for any technological “glitches” that might arise. All assignments will be submitted through the course website, however exceptions may be made on occasion if necessary (e.g. If your computer dies, you are more than welcome to submit a paper copy to me by mail or fax – as long as it is received on time).

Classroom Rules of Conduct:
 

Classroom Rules of Conduct:
Group and class discussions are a crucial component of our class. In addition, bear in mind that honest, open talk about race and other issues of diversity is difficult and emotional.  In order for these conversations to be as productive as possible, you are expected to be respectful and tolerant of one another, non-judgmental, open to your colleagues' ideas and perspectives, ready to talk about given topics in a professional manner, and willing to respect colleagues’ privacy by not sharing class discussions with people outside of our community of learners.

Course Topic/Dates/Assignments:
 

Course Topic/Dates/Assignments:
See "Course Home" for detailed course schedule, topics and specific due dates.

Wk 1    Topics to be covered:

Foundations of Multicultural Education and

Ethnicity and Race

Activities and assignments: Read chapters one and two in Gollnick and Chinn text, Additional Readings: Banks’ Lens of Approaches and “Big C” and “Little c” Culture (Ramirez)

Answer threaded discussion question, post peer review. Start reflection journal and turn in first entry by end of week

 Wk 2   

Answer threaded discussion question, post peer review Weekly reflection journal due Interview Due by end of week

 Wk 3  

Answer threaded discussion question, post peer review. Weekly reflection journal due 1st Article Critique due by end of week

 Wk 4  

Answer threaded discussion question, post peer review. Weekly reflection journal due Multicultural Experience paper due by end of week

 Wk 5  

           Answer threaded discussion question, post peer review. Weekly reflection journal due.

  Wk 6  

Answer threaded discussion question, post peer review. Weekly reflection journal due, 2nd Article Critique due by end of week

  Wk 7   

Answer threaded discussion question, post peer review. Weekly reflection journal due

  Wk 8   

Answer threaded discussion question, post peer review. Weekly reflection journal due Research Paper Due by end of week, no exceptions.

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 2008-2009 Undergraduate Catalog Page 87

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 2009-2010 Undergraduate Catalog Page 92

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 "F".
  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 2009-2010 Undergraduate Catalog Page 95

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 .

Additional Information:
Core Learning Outcomes



1. Analyze discrimination in American society



MoSTEP



1.1.2 The general studies incorporate multi-cultural and global perspectives.



1.2.1 The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.



1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.



1.2.4 The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.



1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.



1.2.8 The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.



1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.







SPAs



NAEYC:  1,2



ACEI:       2,4, 3.1, 3.2, 3.4, 5.3, 5.4



NMSA :  1.K7, 1.K8, 1.D1, 1.D3, 1.D4, 1.D6, 1.D7, 1.P3,



               1.P6, 1.P10, 2.D4, 3.K6, 3.K12, 3.D5,5.K7, 6.K1,



               6.K2, 6.K3, 6.K4, 6.K7



CEC:  1,2,3,6,10



SFE Conceptual Frameworks:



Knowledge: 2F, 3B, 3D, 3F



Skills: 1E



Dispositions: 1C, 5D, 5E



Park Goals:  1,2,3,5



Park Core Beliefs:  1,2,3,5



Selected SPED Cross-Categorical Education Competencies: CAT3 [2.5]; CC5 [CC5K8]







2. Discuss and relate citizenship to the self and identity needs of all students.







MoSTEP



1.2.1 The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.



1.2.2 The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.



1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.



1.2.3.1 identifies prior experience, learning styles, strengths, and needs;



1.2.3.4 connects instruction to students' prior experiences and family, culture, and community.



1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.







SPAs



NAEYC: 1



ACEI: 1, 2.4, 3.4



NMSA: .K1, 1.P3, 5.D2, 5.P6, 7.D6



CEC: 1



SFE Conceptual Frameworks:



Knowledge: 2F, 3D



Skills: 1B, 1E



Dispositions: 1D, 2B, 2C, 5E



Park Goals: 1,2,5



Core Beliefs: 1,2,5



Selected SPED Cross-Categorical Education Competencies: CAT3 [2.5]; CC5 [CC5K8]











3. Identify one's own areas of bias and work to address them







MoSTEP



1.1 General Studies for the Preparation of Education Professionals (Initial)



1.2.1 The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.



1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.



1.2.5 The preservice teacher uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.



1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.







SPAs



NAEYC:  1



ACEI:  1, 2.4



NMSA:  1.P1, 2.D1, 2.D4, 6.D1, 6.D5, 6.D6, 7.D5, 7.D6, 7.P1



SFE Conceptual Frameworks:



Knowledge: 1A, 3A, 3F



Dispositions:  4C, 5A



Park Goals: 1



Core Beliefs: 1







4. Critique the history, culture, political positioning and power relationships of diverse groups.







MoSTEP



1.1.2 The general studies incorporate multi-cultural and global perspectives.



1.2.1 The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.







SPAs



NAEYC: 1



ACEI:  2.2, 2.4



NMSA: 1.K7, 2.D1



SFE Conceptual Frameworks:



Knowledge: 1A, 2F



Dispositions: 3E, 4B, 5D, 5E



Park Goals: 1,2



Core Beliefs: 1,2



Selected SPED Cross-Categorical Education Competencies: CAT3 [2.5]; CC5 [CC5K8]











5. Discuss and write about the culture and history of diverse groups and the academic, social, and emotional needs of students belonging to those groups







MoSTEP



1.1.2 The general studies incorporate multi-cultural and global perspectives.







SPAs



NAEYC: 1,2,5



ACEI:  2.4



NMSA: 1.P10, 3.K3



SFE Conceptual Frameworks:



Knowledge: 1A



Skills: 3A



Dispositions: 1A, 1C, 3F, 4B, 5D, 5E



Park Goals: 1,2,4,5



Core Beliefs:  1,2,4,5



Selected SPED Cross-Categorical Education Competencies: CAT3 [2.5]; CC5 [CC5K8]











6. Model the power of education in addressing issues of class, race and gender.







MoSTEP



1.2.7 The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.



1.2.10 The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.







SPAs



NAEYC: 1, 5



ACEI:  2.4



NMSA: 1.P3, 7.D2, 7.P1



SFE Conceptual Frameworks:



Knowledge: 3D



Skills: 1D



Dispositions: 2B, 5E



Park Goals: 1



Core Beliefs: 1,4,5



Selected SPED Cross-Categorical Education Competencies: CAT3 [2.5]; CC5 [CC5K8]


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Last Updated:1/5/2010 5:49:40 PM