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Education Major Version

EDU 310 Issues in Diversity and WorldCultures
Lowe, Denise


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

F2T 2010 DL

Faculty

Lowe, Denise

Title

Full Time Faculty/Urban Core Initative Coordinator

Degrees/Certificates

MS Instructional Leadership in Curriculum and Instruction
BA English/Liberal Studies
AA Education

Office Location

Copley 213

Office Hours

Monday and Wednesday 10:00 am to 12:00 pm and 3:00 pm to 5:00pm Tuesday 10:00 to 1:00

Daytime Phone

816-584-6789

Other Phone

816-429-2127

E-Mail

Denise.Lowe@park.edu

Semester Dates

October to December

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

 
 
 
Course Home - Textbooks


Required Texts:

Dreamkeeprs Textbook coverTitle: "The Dreamkeepers: Successful Teachers of African American Children"

Author: Gloria Ladson-Billings

Publisher: Wiley

ISBN: 978-0-7879-0338-1
ISBN 10:


The Spririt Catches You .. texbook cover

 Title: The Spirit Catches You and You Fall Down A Hmong Child, Her American Doctors, and the Collision of Two Cultures

Author: Anne Fadiman

Publisher: Farrar, Straus and Giroux Paperbacks

ISBN: 978-0-374-52564-4
ISBN10: ISBN-10: 0-374-52564-1


 

Recommended Course Textbook:

Multicultural Education in a Pluralistic Society Book coverTitle: Multicultural Education in a Pluralistic Society. 8th ed.

Author: Gollnick, Donna M., Chinn, Philip C.

Publisher: Upper Saddle River, NJ: Pearson Education, Inc.

ISBN: 9780136138990
ISBN 10: 0136138993


***NOTE:  Additional course readings will be supplemented throughout the semester and will be located in eCollege class.
 
 
 
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

 
 

Required for Education Majors:

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

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 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.

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's educational philosophy includes the use of online instruction, student interaction with other students by weekly discussion threads, dedicated reading, evaluating and sythesizing on the diversity topics. In addition to race, gender, religion and age, discussion will also be devoted to cultural encounters in poetry, philosophy and politics.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze discrimination in American society
  2. Discuss and relate citizenship to the self and identity needs of all students.
  3. Identify one's own areas of bias and work to address them.
  4. Critique the history, culture, political positioning and power relationships of diverse groups.
  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
  6. Model the power of education in addressing issues of class, race and gender.


Core Assessment:

Class Assessment:
  

E-Entries

All questions presented are addressed -- 1 to 6 points
Application of information -- 1 to 3 points
Personal reflection is clearly stated and supported -- 1 to 3
Possible 12 points

Discussion

Thoroughness and clarity of original postings -- 1 to 4 points
Comments on classmate's postings are relevant and posted on time -- 1 to 3 points
Possible 7 points per discussion

Book Analysis

Rubric is listed on the assignment page

Final Essay Exam, Core Assessment

Core Assessment rubric is on the assignment page

Proctored Final Exam

Rubric is listed on the assignment page

Handouts

Meets or Exceeds Requirements
33-37 Points

Meets SOME But Not All Requirements
29-32 Points

Meets Minimal Requirements
25-28 Points

Does Not Meet Requirements
0-24 Points

Topic chosen is appropriate and relevant

Handout is clear/easy to read and understand and free of grammatical errors

Handout is aesthetically pleasing

Handout is free of formatting issues

Handout is concise and shows much effort

Cites appropriate sources used

All parts of template are addressed

Explains relevance of topic to teaching

Topic chosen is appropriate and relevant

Handout is relatively clear, may contain a few grammar errors

Handout is concise but may contain minor formatting errors

Cites some but not all sources used to gather information

Most parts of template are addressed

Minimally explains relevance of topic to teaching

Topic chosen is vague and too broad

Handout may be unclear in places

Handout contains grammar errors that deter from understanding

Handout is convoluted and unfocused

Incomplete handout/Lacks organization and relevance

Cites little or no sources

Fails to explain relevance of topic to teaching

Topic is not a viable option

Does not meet length requirements/ Presentation is incomplete and disorganized

Handout contains extensive grammar errors that deter from understanding

Handout is convoluted and unfocused

Handout is incomplete and shows little effort

Handout does addresses less than 70% of the parts of the template

Fails to cite sources

Fails to explain relevance of topic to teaching

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; 1 quiz; 2 handouts developed by the student; and by way of attendance and participation.

Online Discussion:

Most weeks, you will take part 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 two to three times (note: read each thread carefully! Some discussions only require 2 responses while others require 3) by Sunday at midnight of each week. If your posts do not demonstrate understanding and adequate reflection, will assign partial credit and may ask you to delve deeper into the topic.

World Culture & World Religion Handouts:

In weeks 5 and 7 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 drop box or threaded discussion in weeks 5 or 7 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.
 

Quiz:

You are expected to complete 1 quiz 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, & 6 In order to receive full credit for each of the 5 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:

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, NOT emailed to the professor.

 

Proctored Exam:

Every student enrolled in an online course at Park University must complete an exam in a proctored setting. The core assessment in this course is a “final paper” and the proctored exam is a “personal essay;” essentially, this course requires 2 finals. 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:
 

Threaded Discussions                         20%                                         100 points

Final Paper                                          20%                                         125 points

E-Entries                                             15%                                          75 points

Book Review #1                                 10%                                          50 points

Book Review #2                                 10%                                          50 points

Proctored Exam                                  10%                                          25 points

Handouts                                            15%                                          75 points

World Cultures Handout        7.5%

World Religions Handout       7.5%

TOTAL                                                100%                                       500 points

Late Submission of Course Materials:
 

There is an enormous amount of reading for this course. I do not accept late work with the exception of the final exam, which I will take up to 24 hours late with a significant decrease in points. 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.


 

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:
 

EDU310 Online Course                        October 18, 2010 to December 12, 2010
 

Week

Topic

Assignments due
Wednesday at Midnight

Assignments Due
Sunday at Midnight

Week 1

Introduction to the Course
How We Identify
What’s in a Name

Activity 1 – Race & Sorting
Discussion #1 – Initial Post
Discussion #2 – Initial Post
Quiz 1 – Awareness

Discussion #1 – Posts 2, 3, & 4
Discussion #2 – Posts 2, 3, & 4
E-Entry #1
Introductions (Located under the “Course Home” tab)

Week 2

Racism & Privilege

Discussion #3 – Initial Post
Discussion #4 – Initial Post

Discussion #3 – Posts 2, 3, & 4
Discussion #4 – Posts 2, 3, & 4
E-Entry #2

Week 3

Racism & Privilege

Discussion #5 – Initial Post
Discussion #6 – Initial Post

Discussion #5 – Posts 2, 3, & 4
Discussion #6 – Posts 2, 3, & 4
E-Entry #3

Week 4

Class, SES, & Achievement

Discussion #7 – Initial Post
Discussion #8 – Initial Post

Discussion #7 – Posts 2, 3, & 4
Discussion #8 – Posts 2, 3, & 4
Ladson-Billings Book Analysis
E-Entry #4

Week 5

Religion & America’s Schools
Religious Diversity

Discussion #7 – Initial Post
Discussion #8 – Initial Post

Discussion #9 – Posts 2, 3, & 4
Discussion #10 – Posts 2, 3, & 4
World Religion Handout
E-Entry #5

Week 6

World Cultures and Newcomers

Discussion #11 – Initial Post
Discussion #12 – Initial Post

Discussion #11 – Posts 2, 3, & 4
Discussion #12 – Posts 2, 3, & 4
World Cultures Handout
Fadiman Book Analysis

Week 7

Our Students who are LGBTQ

Discussion #13 – Initial Post
Discussion #14 – Initial Post

Discussion #13 – Posts 2, 3, & 4
Discussion #14 – Posts 2, 3, & 4
E-Entry #7

Week 8

Bullying

Discussion #15 – Initial Post

Discussion #15– Posts 2, 3, & 4
Final Essay Exam
Proctored “Exam


 
 
 
 
 
 
 

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 2010-2011 Undergraduate Catalog Page 95-96

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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Copyright:

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Last Updated:10/10/2010 1:25:56 PM