EDU310 Issues in Diversity and World Cultures

for U1T 2013

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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


EDU 310 Issues in Diversity and WorldCultures


U1T 2013 DL


Elmore, James L.


Adjunct Education Faculty


A.B. Degree in Mathematics
M.A. Degree in Mathematics Education
Ph.D. in Education

Office Hours

6:00-9:00P.M. Central Time Zone

Daytime Phone



Semester Dates

June 03, 2013-July 28, 2013

Class Days


Class Time


Credit Hours



Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. San Francisco, CA: Jossey-Bass. ISBN: 978-0-7879-0338-1

Fadiman, A. (1997). The Spirit Catches You and You Fall Down.  New York: Farrar, Strauss & Giroux.   ISBN: 978-0-374-52564-4

Required for Education Majors:

Students must purchase Foliotek as a School for Education required text. Contact to purchase. Students seeking Missouri Teacher Certification purchase MO-STEP portfolio. Students seeking Early Childhood Teaching Young Children and Early Childhood Education and Leadership purchase NAEYC portfolio. All work must be saved for input.

Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), 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



2 years



3 years



4 years



5 years



6 years




2. Send an email to Carol Williams ( with the following information:

a. Your Name

b. The Contract Period you wish to purchase

c. Your student identification number

d. Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).

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 (, 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 or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information
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 or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the 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 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 which 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:

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, CST 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, CST 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 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 drop box or threaded discussion 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.


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 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:

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 Test:

Every student enrolled in an online course at Park University must complete an exam in a proctored setting. 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: Final Essay Paper
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 20% of the total grade. The topic of your paper, guidelines, and grading rubrics are provided for you on the course site.


Online Discussions                                 19.5%                                                98 points

Final Essay Paper                                   20%                                                100 points

E-Entries                                                14.5%                                                 72 points

Book Review #1                                    10%                                                 50 points

Book Review #2                                    10%                                                 50 points

Proctored Test                                      10%                                                 50  points

Handouts                                                15%                                                 75 points

World Cultures Handout            7.5%

World Religions Handout          7.5%
Peer Evaluation                                           1%                                                   5 points
TOTAL                                                100%                                                500 points

Grading Scale:

90 to 100% = A
80 to 89.9% = B

70 to 79.9% = C

60 to 69.9% = D
Less than 60% = Failing

450 points and above = A
400 to 449 points = B
350 to 399 points = C
300 to 349 points = D
Less than 300 = Failing

Late Submission of Course Materials:

I do not accept late work with the exception of the final exam and the two book analyses, which I will take no more than 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, 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:

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:

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 N/A
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 #9 – Initial Post
Discussion #10 – 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 Paper
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 ( or Park University 2012-2013 Undergraduate Catalog Page 97

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 2012-2013 Undergraduate Catalog Page 95

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: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2012-2013 Undergraduate Catalog Page 98

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: .


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Last Updated:5/6/2013 2:54:57 PM