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EDU 310 Issues in Diversity and WorldCultures
Kasperbauer, Kimberly


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

SP 2011 HO

Faculty

Kasperbauer, Kimberly

Office Location

227 Copley

Office Hours

To Be Announced

Daytime Phone

816-584-6594

E-Mail

kkasperbauer@park.edu

Class Days

--T-R--

Class Time

2:25 - 3:40 PM

Credit Hours

3


Textbook:

Ladson-Billings, G. (2010).  The Dreamkeepers: Successful Teachers of African American Children. 2nd ed. San Francisco, CA: Jossey-Bass.

Fadiman, A. (1997)  The Spirit Catches You and You Fall Down New York: Farrar, Strauss & Giroux.

Additional course readings will be supplemented throughout the semester. If not provided in class, readings will be found in the Doc Sharing section of the course site.

Required: 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 (cwilliams@park.edu) with the following information:

·      Your Name

·      Your Major (Early Childhood Education, Elementary Education, etc…)

·      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 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/.


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:
In a safe environment that fosters collaboration, critical thinking, group and individual problem-solving and especially reflection, all students learn to apply newly learned theories and concepts of the subject at hand to the practice of teaching in a practical, efficient way.

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:

Student learning will be assessed by way of a final paper which also serves as the Core Assessment for this course; online topic reflections based on class discussions and supplementary readings, a written reflection of and shared discussion of a volunteer or outreach experience; written analyses and discussion of 2 assigned books; 2 presentations with accompanying handouts which require research and preparation; and by way of attendance and participation, which includes a number of in-class assignments that may not be made up in case of absence.

Assignment Submission:

Topic Reflections: All Reflections MUST be submitted into the course website DROP BOX section of the course site. Emailed and paper submissions will not be accepted. In addition, PLEASE do not submit your reflection as an attachment! Simply type your submission directly into the Comment Box within the drop box. If you are unfamiliar with the e-companion drop box, it is your responsibility to come see me for extra instruction. Waiting until the assignment is due to figure out that you need help will most likely be too late!

Community Outreach Experience: In order to further understand the lives of folks from different backgrounds and circumstances than you, you are required to give at least 3 hours of yourself at an organization whose charge is to help folks less fortunate than you or folks who are in need of something you can give. Possibilities include but are not limited to: a Homeless Shelter, Habitat for Humanity, Synergy House, Special Olympics, The Gracious Promise, Goodwill, community meal programs, and like organizations and programs. NOTE: You may not use as an outreach experience any tutoring or volunteering that you do on a regular basis. This experience must be PRE-APPROVED – and must involve interacting with people (rather than stocking shelves, for example). This experience must be completed by the date indicated on the course schedule, at which time you will be discussing it with the class as well as handing in a 2 page reflection on it. This reflection MUST be uploaded to the appropriate Drop Box or Discussion Thread on the course site.

Course Readings: All supplementary course readings will be uploaded to the course E-Companion website at least 3 days prior to their discussion date.

Final Paper (Core Assessment): Must be submitted in paper form by the date indicated on the course schedule, or on a different time decided upon by the professor.

Presentations and Handouts: Must be uploaded to the assigned Discussion Thread of our course site to allow your classmates to benefit from your work and information. In addition, you MUST bring with you a paper copy of each of your handouts to distribute to your classmates on the day of your presentation. If you are absent on the day you are scheduled to present your handout, it is your responsibility to arrange a make up time. Note: in the case of absence, your handout is still due on the date listed below.

Book Reviews: Must be submitted via an attachment in the appropriately assigned Drop Box. Attachments must be saved in either RTF or a version of Microsoft Word that is older than Windows 2007. Documents in Windows 2007 will be accepted, however may not be returned promptly.

Note: Assignments that are turned in incorrectly will not be accepted. Therefore, it is imperative that you learn to navigate the course website, that you complete assignments early, and that you reread the syllabus as necessary to ensure proper submission!

Grading:

Grading:

A = 744-800 points                C = 632-687 points

 B = 688-743 points                D = 576-631 points

Assessment

 

Total Points

% of Total Grade

Topic Reflections

4 at 30 pts = 120 pts

15%

Attendance and Participation

160 pts

20%

Final Paper (Take Home Essay Exam)

160 pts

20%

Book Review I

80 pts

10%

Book Review II

80 pts

10%

Outreach Experience

80 pts

10%

 

World Religion Presentation/Handout

60 pts

7.5%

World Culture Presentation/Handout

60 pts

7.5%

TOTAL                                                    800 pts                                     100%

Late Submission of Course Materials:

With the exception of the 2 assigned book analyses and the final paper, I do not accept late work. Because of the amount of work required for this class, I highly recommend you attack each assignment as soon as it is posted, allowing time for any technological “glitches” that might arise. Most assignments will be submitted through E-companion, 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 – as long as it is received on time).

Classroom Rules of Conduct:

Pair and group discussions are a crucial component of our class. In addition, bear in mind that honest, open talk about race and other issues relating diversity is difficult and often emotional. In order for these conversations to be as fruitful 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.

Cell Phone Use/Text Messaging: Please refrain from text messaging during class, as it is a major distraction to the professor as well as to your neighbors. Active participation is a course requirement and if you are distracted by incoming text messages you are unable to fully benefit from course discussions and presentations and thereby will receive an absence for that class. I understand that on occasion you may need to make or take an emergency phone call. If such a situation arises, please try to alert me of this possibility before class, and please leave the classroom to make or receive your call.

 

Course Topic/Dates/Assignments:

Tentative Course Topics/Assignments/Due Dates

Week

Date

 

Topic

Assignments DUE

1

1/11, 1/13

Expectations/ Syllabus

Introductions

Pass out 411 Sheets

Due 1/13 in class: 411 Sheet

Due 1/13 in class: “Self” Written Activity

Begin reading Dreamkeepers!

Intros/Self Analysis

Developing our Community

Discuss Reflection #1 Topic - Labeling activity from PBS site

2

1/18, 1/20

Respect

Culture – Hidalgo’s Theory of the 3 Levels of Culture

Due 1/20 in class: Readings on White Privilege (see Doc Sharing)

 

Due 1/21 (Friday at midnight): Topic Reflection  #1 – Labeling activity from PBS site

Whiteness & Discrimination

Jane Elliott’s Blue Eyes/Brown Eyes simulation video and discussion

3

1/25, 1/27

Whiteness/White or Unearned Privilege ”What it Means to Be White”

Tim Wise video

 

4

2/01, 2/03

Race/Class/ Student Achievement

Due 2/01: Readings on Student Achievement/ the Academic Achievement Gap

Due 2/03 (at midnight): Book Analysis #1 (Dreamkeepers)

Discussion of Dreamkeepers

5

2/08, 2/10

 

Gender Identity & Sexual Orientation – Introduction & Primer

Begin reading The Spirit Catches You & You Fall Down!

 

Due 2/11 (Friday at midnight): Topic Reflection #2

Gender Identity & Sexual Orientation

6

2/15, 2/17

2/15 – NO CLASS – Prof presenting at ATE

Due 2/17: Readings on Issues related to our Ss who identify as LGBTQIA

Gender Identity & Issues Related to folks who identify as LGBTQIA

7

2/22, 2/24

 

Gender Identity & Issues Related to folks who identify as LGBTQIA

 

8

3/01, 3/03

 

Discuss/Present Outreach Experience

Due 3/01 at beginning of class: Outreach Experience Reflection

 

Due 3/03: Readings on Immigration & Asylum Seekers

 

Due 3/04 (Friday at midnight): Topic Reflection #3

Immigrants, Refugees, & Asylum Seekers

 

Sign Up for World Culture topics & presentations

 

3/07-3/12

NO CLASS – SPRING BREAK

9

3/15, 3/17

Immigrants, Refugees, & Asylum Seekers

Due 3/17 at beginning of class: World Culture Handout

 

World Cultures Presentations

10

3/22, 3/24

World Cultures Presentations

 

11

3/29, 3/31

 

3/29 - NO CLASS – Prof at ASCD

Due 3/31 (at midnight): Book Analysis #2 (The Spirit Catches You & You Fall Down)

 

Discussion of The Spirit Catches You & You Fall Down

 

Sign Up for World Religion topics & presentations

12

4/05, 4/07

Religion in Schools – Federal Laws/Guidelines

Due 4/05: Readings on Religion

 

Due 4/08 (Friday at midnight): Topic Reflection #4

MCNSE Best Practices for teaching Ss from diverse religious backgrounds

13

4/12, 4/14

World Religions Presentations

Due 4/12 at beginning of class: World Religion Handout

14

4/19, 4/21

 

Controversies in the PK-16 Classroom: Drawing on Current Issues

·      Evolution/Creationism

·      Separation of Church & State

 

15

4/26, 4/28

Controversies in the PK-16 Classroom: Drawing on Current Issues

·      Marriage

·      Immigration

·      “English –Only”

·      Charters & Vouchers

 

16

Assigned Final Time: 1-3, Thurs., May 5, 2011

Surveys

Dispositions

Due 5/5 (1:00 pm): FINAL PAPER – paper copy turned in to 227 Copley

 

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
Inappropriate paraphrasing and using others' ideas is a serious offense and does not represent the dispositions of a teacher candidate. Papers and assignments that are plagiarized in any way will receive an automatic “0” and students who choose to plagiarize will have an academic incident report filed in the SFE and may face further disciplinary action.

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.

Park University 2010-2011 Undergraduate Catalog Page 95-96
Attendance Policy and Late Arrival (cont.): As active participation is a course requirement, attendance is mandatory and worth 20% of your final grade.  You will receive 5 point deductions for each of your first 2 absences and 10 point deductions for each additional absence. As I do not give excused absences, I recommend you save your absences for emergencies!

Late Arrival: Arriving late to class makes it impossible for you to fully participate in the class and benefit from the entire lesson. For this reason, you will lose 3 participation points for arriving to class 10-15 minutes late and an additional 2 points for arriving more than 15 minutes late.

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 .
I wish to fully include persons with disabilities in this course.  If you have special circumstances that you believe may affect your performance in this course, please meet with me to make necessary accommodations that will enable you to fully participate. I will do my best to maintain complete confidentiality of nay information you share with me.

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Last Updated:1/10/2011 8:09:42 AM