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ED 519 Diversity in the Classroom
Brown, Michael S.


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.

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


Course

ED 519 Diversity in the Classroom

Semester

U1P 2008 EDI

Faculty

Brown, Michael S.

Title

Adjunct Professor

Degrees/Certificates

Doctoral - Educational Leadership
Ed. Specialist - Administration
Masters - Administration

Office Location

Plaza Middle School - Park Hill School District

Office Hours

Arranged

Daytime Phone

816-359-5974

Other Phone

816-896-3884 (cell)

E-Mail

michael.brown@park.edu

brownms@parkhill.k12.mo.us

Semester Dates

June 2 - July 21 2008

Class Days

-M-----

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:
 

Kohl (2003) “I WON’T LEARN FROM YOU”

Rothenberg (2002) “WHITE PRIVILEGE, ESSENTIAL READING ON THE OTHER SIDE OF RACISM “

Cole (2004) “Educating Everybody’s Children: Diverse Teaching Strategies for Diverse Learners”

Textbooks can be purchased though 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/.


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.
  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. Attendance, Reading Journal, and Class Activities - This course will be conducted in seminar fashion with participation expected from everyone.  You are expected to be current on readings, willing to discuss and to take small group responsibility if requested. You will keep a journal making an entry for each of your assigned readings, in which you will identify new things you have learned, questions that have grown out of the reading, differences you have with the reading, and discussion of possible uses of the information (40 points)
  2. Diversity Research Paper - Each student will select a culturally diverse group in American education; research the group’s historical facts and trends in American education; research recent facts and data about the group in relation to education; and summarize the significance of your research by identifying implications for educators in a 5-7 page paper (APA format).  Each student will also be expected to share his/her work with an informal report to the class. (40 points)
Personal Vision Diversity Statement - Each student will write a 2-3 page personal vision diversity statement reflecting on the importance of an effective multicultural education and describing what he/she believes to be an effective multicultural education in his/her classroom and/or school - including some strategies he/she would use as a teacher in a classroom and/or a leader of a school. (20 points)

Grading:
 

"A" = 90-100 points
"B" = 80-89 points
"C" = 70-79 points

Late Submission of Course Materials:
 

This course is designed to emphasize the application of knowledge and dispositions through structured performances requiring the student to read, analyze, and respond to a variety of educational situations. The articulation of ideas through verbal and written discourse is paramount in maximizing learning outcomes. Hence, all assigned work is expected to be completed in a timely fashion. A grade reduction of 20% will be assigned for late work. The instructor may make modifications to these requirements for unique and/or extenuating circumstances.

Classroom Rules of Conduct:
 

A student whose behavior is detrimental to good order in the classroom or interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University. Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under influence of drugs or alcohol, excessive tardiness, and excessive absences.

Course Topic/Dates/Assignments:
 

TENTATIVE SCHEDULE

 

Session 1 – June 2

·         Introductions – Mapping our career paths

·         Review of course syllabus

o   Course Learning Outcomes – Assessments (Practical Application)

·         What is diversity?

·         Diversity inventory?

·         What is diversity as it relates to education?

·         How has history affected where were are today with diversity?

·         What are the implications of diversity to educators?

·         Introduction – Diversity Research Paper and Personal Diversity Vision Statement

·         Suggested Readings and/or Resources other than course texts –

o   Why are all the Black Children Sitting Together in the Cafeteria

o   Marzano – What Works in Schools

o   Marzano – Background Knowledge

o   Larry Bell – “Closing the Achievement Gap”

o   A Framwork for Understanding Poverty

o   Differentiated Instructional Strategies - One Size Doesn’t Fit All

Reading Assignment – White Privilege – Essential Reading on the Other Side of Racism

Session 2 – June 9

·         Marzano’s Research – What Works in Schools

·         What is the Achievement Gap?

·         Larry Bell – “Closing the Achievement Gap”

·         Practical Examples

o   Achievement Gap CSIP Update

o   Mentor/Mentee Program

o   50 Powerful Words

·         Initial White Privilege Discussion – Journal Discussion

 

Reading Assignment – White Privilege – Essential Reading on the Other Side of Racism

                                     “I Won’t Learn From You”

 

Session 3 – June 16

·         Independent Study – Class will not formally meet

·         Work on Diversity Paper, Personal Diversity Vision Statement, and/or Reading Assignment

Reading Assignment – “I Won’t Learn From You”

                                     White Privilege – Essential Reading on the Other Side of Racism

 

Session 4 – June 25

  • “White Privilege” / “I Won’t Learn From You” Journal Discussion
  • A Framework for Understanding Poverty

·         Strategies to create an effective multicultural classroom and school

Reading Assignment – Educating Everybody’s Children

                                     “I Won’t Learn From You”

                                     White Privilege – Essential Reading on the Other Side of Racism

Session 5 – June 30

 

v   Independent Study – Class will not formally meet

v   Work on Diversity Paper and Personal Diversity Vision Statement, and/or Reading Assignment

Reading Assignment – Educating Everybody’s Children

                                     “I Won’t Learn From You”

                                     White Privilege – Essential Reading on the Other Side of Racism

 

Session 6 – July 7

  • Educating Everybody’s Children / “White Privilege” / “I Won’t Learn From You” Journal Discussion

·         Strategies to create an effective multicultural classroom and school

·         Human Relations -

o   Students

·         Human Development

·         Motivation

·         Discipline

·         Interventions

o   Parents

·         Communication

·         Involvement

AssignmentDiversity Research Paper and Personal Diversity Vision Statement

Session 7 – July 14

·         Final Journal Discussions

·         Class Review/Wrap-up

·         Diversity Research Presentations

AssignmentDiversity Research Paper and Personal Diversity Vision Statement

 

Session 8 – July 21

  • Final Copy - Diversity Research Papers due via email – brownms@parkhill.k12.mo.us
  • Personal Vision Diversity Statement due via email – brownms@parkhill.k12.mo.us

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 2007-2008 Graduate Catalog Page 24-26

Plagiarism:

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 2007-2008 Graduate Catalog Page 24-26


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 in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2007-2008 Graduate Catalog Page 28

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 .

Copyright:

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

Last Updated:5/27/2008 10:48:04 PM