Undergraduate University Curriculum Committee
Course Proposal Form for Courses Numbered 0001 – 4999
(Faculty Senate Resolution #8-16, March 2008)
Guidelines for submission may be accessed via the web at:
www.ecu.edu/cs-acad/fsonline/cu/curriculum.cfm.
Note: Before completing this form, please carefully read the accompanying instructions.
EDUC 3002
1.
Course Prefix and Number:
2.
Date:
3.
Requested Action (check only one box):
December 1, 2009
New Course
X
Revision of Active Course
Unbanking of a Banked Course
Renumbering of Existing Course from:
#
to
#
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
X
On-campus (face to face)
Expected
Future Delivery
Method(s):
X
Distance Course (face to face off campus)
Online (delivery of 50% or more of the instruction is offered online)
5.
X
Justification for new course, revision, unbanking, or renumbering:
Recent revisions in the North Carolina Professional Teaching Standards (NCPTS) and Southern
Association of Colleges and Schools (SACS) accreditation standards, along with advent of the East
Carolina University Global Perspective initiative, necessitated changes to the course description and
master syllabus. Department and program undergraduate faculty have met and determined a need to revise
this course. This course incorporates NCPTS Standard 2: Teachers Establish a Respectful Environment
for a Diverse Population of Students, the SACS standard of Global Awareness, and East Carolina
University’s Global Perspective objectives 2 (Understands how cultural beliefs, values and sensibilities
shape people’s perceptions and impact global decisions and actions.) and 4 (Communicates, interacts and
works positively with individuals from other cultural groups).
6.
Course description exactly as it should appear in the next catalog:
1
EDUC 3002 Introduction to Diversity (3) Examines how historical and socially constructed beliefs and
values impact our perceptions of diversity within and outside of public education institutions and how
those perceptions shape domestic, as well global, decisions and actions at the levels of both policy and
practice.
7.
If this is a course revision, briefly describe the requested change:
Changes in the course description and master syllabus reflect our alignment of the course content with
Recent revisions in the North Carolina Professional Teaching Standards (NCPTS), Southern Association
of Colleges and Schools (SACS) accreditation standards (Global Awareness), and East Carolina
University’s Global Perspective objectives 2 (Understands how cultural beliefs, values and sensibilities
shape people’s perceptions and impact global decisions and actions.) and 4 (Communicates, interacts and
works positively with individuals from other cultural groups).
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8.
Page number from current PDF undergraduate catalog:
9.
If writing intensive (WI) credit is requested, the Writing Across the Curriculum
Committee must approve WI credit prior to consideration by the UCC.
no
Has this course been approved for WI credit (yes/no)?
If Yes, will all sections be WI (yes/no)?
10.
If service-learning (SL) credit is requested, the Service-Learning Advisory Committee
must approve SL credit prior to consideration by the UCC.
no
Has this course been approved for SL credit (yes/no)?
If Yes, will all sections be SL (yes/no)?
11.
If foundations curriculum (FC) credit is requested, the Academic Standards Committee
(ASC) must approve FC credit prior to consideration by the UCC.
If FC credit has been approved by the ASC, then check the appropriate box (check at
most one):
12.
English (EN)
Science (SC)
Humanities (HU)
Social Science (SO)
Fine Arts (FA)
Mathematics (MA)
Health (HL)
Exercise (EX)
Course Credit:
3
=
Credit Hours
3
Weekly
or
Per Term
Lab
Weekly
or
Per Term
=
Credit Hours
s.h.
Studio
Weekly
or
Per Term
=
Credit Hours
s.h.
Lecture Hours
s.h.
2
Practicum
Weekly
or
Per Term
=
Credit Hours
s.h.
Internship
Weekly
or
Per Term
=
Credit Hours
s.h.
s.h.
Other (e.g., independent study):
Total Credit Hours
13.
Anticipated yearly student enrollment: 350-400
14.
Affected Degrees or Academic Programs:
Degree(s)/Course(s)
Ethnic Studies Minor
Leadership Studies Minor
BSBE in Business and Marketing
Education
BS in Middle Grades Education
15.
3
s.h.
PDF Catalog Page
85
93
Change in Degree Hours
0
0
190
198
0
0
Overlapping or Duplication with Affected Units or Programs:
X
Not Applicable
Applicable (Notification and/or Response from Units Attached)
16.
Approval by the Council for Teacher Education (required for courses affecting teacher
education programs):
Not Applicable
X
17.
Applicable (CTE has given their approval)
Instructional Format: please identify the appropriate instructional format(s):
X
Lecture
X
Technology-mediated
Lab
Seminar
Studio
Clinical
Practicum
Colloquium
Internship
Other (describe below):
Student Teaching
3
18.
Statements of Support:
(Please attach a memorandum, signed by the unit administrator, which addresses the
budgetary and staff impact of this proposal.)
Current staff is adequate
Additional staff is needed (describe needs below):
X
X
This course will be phased in over time. Because we do not yet know how many programs will
require it of their students, or how many will allow their students to take a substitute “diversity”
course, we cannot determine how many additional faculty positions we will eventually need to
cover the demand for this course. Faculty will collaborate with the Department Chair and Dean to
identify and address needed resources across time while taking into account the resource
allocations and other resource needs within the department and college.
Current facilities are adequate
Additional facilities are needed (describe needs below):
X
Initial library resources are adequate
Initial resources are needed (give a brief explanation and estimate for cost of acquisition
of required resources below):
X
Unit computer resources are adequate
Additional unit computer resources are needed (give a brief explanation and an
estimate for the cost of acquisition below):
X
ITCS Resources are not needed
Following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Describe any computer or networking requirements of this program that are not
currently fully supported for existing programs (Includes use of classroom, laboratory,
or other facilities that are not currently used in the capacity being requested).
Approval from the Director of ITCS attached
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19.
Syllabus – please insert course syllabus below. Do not submit course syllabus as a
separate file. You must include (a) the name of the textbook chosen for the course, (b) the
course objectives, (c) the course content outline, and (d) the course assignments and
grading plan. Do not include instructor- or semester-specific information in the syllabus.
EDUC 3002: Introduction to Diversity (3)
Potential Course Texts & Readings:
1. Koppelman, K. & Goodhardt, L. (2007). Understanding human differences:
Multicultural education for a diverse America. Boston: Pearson.
2. García, E. E. (2002). Student cultural diversity: Understanding and meeting the
challenge. Boston: Houghton Mifflin.
3. Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities.
New York: Teachers College Press.
4. Howard, G. R. (2006). We can't teach what we don't know: White teachers, multiracial
schools. New York: Teachers College Press.
5. Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in
diverse classrooms. The Jossey-Bass education series. San Francisco: Jossey-Bass.
6. Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African
American children. San Francisco, Calif: Jossey-Bass.
7. Paley, V. G. (2000). White teacher. Cambridge, Mass: Harvard University Press.
8. Olsen, L. (1997). Made in America: Immigrant students in our public schools. New
York: New Press.
9. Additional readings are/will be placed in a course management system.
Course Objectives
Students will:
1. Compare and contrast the manner in which culture and the dominant social paradigm each
functions to shape people’s beliefs, values, and sensibilities (particularly with regard to issues
of diversity).
2. Analyze the historical evolution of our society’s dominant social paradigm and how the
changing demands of our dominant institutions lead to changing perspectives on diversity.
3. Analyze how the beliefs, values, and sensibilities associated with the dominant social paradigm
can conflict with cultural beliefs, values, and sensibilities and create tensions within society
that may or may not be satisfactorily resolved across time.
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4. Evaluate diverse cultures, their histories, and the role that these groups have played in shaping
global issues.
5. Analyze the causes and consequences of prejudice and recognize the various manifestations of
stereotype, bias, and bigotry in society broadly and in schools and classrooms more
specifically.
Course Content Outline
1.
2.
3.
4.
Historical Foundations of Cultural Perspectives on Understanding Human Differences
Culture and Identity
Cultural Ways of Knowing and Learning
Specific Areas of Culture and Discrimination, including but not limited to:
a. Immigration, Nativism, and Xenophobia
b. Religion and Religious Fundamentalism
c. Race and Racism
d. Sex and Sexism
e. Gender and Homophobia
f. Social Class and Classism
g. Ability Status and Ableism
h. Age and Ageism
5. Types and Causes of Prejudice
a. Discrimination
b. Stereotypes
c. Biases
d. Rationalizations (e.g., victim blame/avoidance)
e. Individual, Institutional and Structural Levels of Discrimination
6. Multicultural Education
7. Culturally Responsive Teaching
Course Assignments and Grading Plan
Instructors will design modules aligned with each of the above-listed course objectives.
Sample Assignment 1:
Cultural Consciousness Assignment
The instructor will develop an assignment in which students will examine their own cultural
values and beliefs. Students will be expected to address how their experiences with
marginalization and privilege can help and/or hinder them in working with school-aged
children from diverse cultural and linguistic backgrounds. Students will identify and begin to
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develop dispositions and practices that will help them promote the success of culturally and
linguistically diverse students.
Standards to be addressed in this assignment:
NCPTS Standard 2c: Teachers treat students as individuals.
ECU Global Perspective Objective 2: Understands how cultural beliefs, values and
sensibilities shape people’s perceptions and impact global decisions and actions.
Grading Criteria
Grading criteria and rubrics will be developed by the individual instructors for this
course.
Sample Assignment 2 (This assignment is common to all sections of EDUC 3002)
Global Awareness Project
Students will develop a technology-enriched presentation (e.g., website or PowerPoint) that
demonstrates understanding of how a society’s dominant beliefs, values and sensibilities shape
people’s perceptions about diversity and impact global, as well as domestic, decisions and
actions. Particular attention will be paid to decisions and actions that affect traditionally
marginalized groups.
Standards to be addressed by this assignment:
NCPTS 2b: Teachers embrace diversity in the school community and in the world.
ECU Global Perspective Objective 4: Communicates, interacts and works positively
with individuals from other cultural groups.
Grading Criteria
Weight of this assignment will be determined by individual instructors. In addition, the
following will be used to assess the assignments:
1. Identifies the dominant institutions in our society.
2. Identifies key elements of the dominant social paradigm (beliefs, ideas, and
values) through which those institutions reproduce themselves.
3. Using relevant examples, describes how the influence of that dominant social
paradigm guides/impacts individual daily perceptions, decisions, and actions.
4. Using relevant examples, describes how the influence of that dominant social
paradigm guides/impacts schools and school policies, including a discussion of
the effect on diverse learners in schools.
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5. Using relevant examples, describes how that dominant social paradigm
guides/impacts domestic decisions and actions, including a discussion of the
conflicts created by those decisions and actions.
6. Using relevant examples, describes how that dominant social paradigm
guides/impacts global decisions and actions, including a discussion of the
conflicts created by those decisions and actions.
7. Describes specific examples of how teachers can mediate the negative
ramifications of the dominant social paradigm on diverse learners to promote
greater equity in classrooms.
Grading Scale
There are a total of 100 points possible for this course. Scores for each assignment will be
summed and divided by the maximum points possible. The grading scale is as follows:
91—100% = A
81—90% = B
71—80% = C
61—70% = D
0—60% = F
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