Caring
Dispositions
and Ethical
Responsibility
(1)
Working with
Families and
Communities
(7)
“Preparing Knowledgeable, Reflective, and Caring Education
Professionals to Support Student Learning and Family Participation
in a Diverse. Technological and Global Society
Communication
(2)
FAYETTEVILLE STATE
UNIVERSITY
S
E
echnological
Competence
and
Educational
Applications
(6)
Respect for
Diversity and
Individual
Worth
(5)
Knowledgeable
and Reflective
(3)
FAYETTTEVILLE STATE UNIVERSITY
School of Education
Research
and
Leadership
(4)
Department of Middle Grades, Secondary, and
Specialized Subjects
EDUC 311-D1 COURSE SYLLABUS
Foundations of Multicultural Education & Diversity
Distance Education/Online
Professor: Dr. Gerold H. Jarmon
Office Telephone Number: (252) 527-8600
Email Address: [email protected] or
[email protected]
Office Hours: Online or
teleconference on Mondays
11:00 a.m. – 1:00 p.m. or
by appointment only
Semester: Fall Semester 2015
Course Location: ONLINE
Monthly Seminar Meeting Day
4th Thursdays: 6:00
p.m. – 7:00 p.m. (To be announced
in advanced)
& Discussion Board Posting Sessions:
Thursdays: 6:00 p.m. – 10:00 p.m.
COURSE DESCRIPTION:
EDUC 311, Foundations of Multicultural Education & Diversity, examines the historical
development of multicultural education and its efforts to help students understand social and
educational issues faced by our diverse nation. The instructor/facilitator will help guide
students to think critically and reflectively regarding decisions that need to be made as a
classroom teacher to meet the academic, social, cultural, and emotional needs of all students.
Intercultural conflicts and philosophical viewpoints will be addressed to guide discussions
relating to the applicability and implementation of principles and practices guiding
multicultural education in the 21st century.
Fayetteville State University
School of Education
Conceptual Framework Model
Working
with
Caring
Dispositions
Technological
Competence &
Respect for
Diversity
Communicat
Knowledgea
ble
Research
and
“The School of Education prepares knowledgeable, reflective, and caring school
executives and teachers who demonstrate leadership in their schools and
classrooms, use research to inform practice, communicate effectively with all
students and parents, and work diligently to prepare students to live and work in a
diverse, global, and technologically advanced society.”
Disclaimer: The Conceptual Framework Themes are aligned alphabetically and not by priority or importance. These indicators are
constructed to prepare candidates for their roles in learning environments.
Description
The vision of the School of Education at Fayetteville State University is predicated upon the belief that
we prepare knowledgeable, reflective, and caring professionals for teaching and leadership roles in a
global society. Our candidates leave their programs of study knowledgeable about their subject
matter, experienced in the teaching process, and prepared to use their knowledge, skills, and abilities
to help students succeed academically, as well as to improve family support of education in a
technological and global society. The knowledge base represents and is organized around the
philosophical and theoretical underpinnings of the seven key tenets of the conceptual framework
(caring dispositions and ethical responsibility; communication; knowledgeable and reflective
professionals; research and leadership; respect for diversity and individual worth; technological
competence and educational applications; and working with families and communities).
The conceptual framework, explicated by a philosophy that is grounded in knowledge, has been a
guiding force for program development, review, and assessment for over a decade. The conceptual
framework embodies the standards by which programs unit-wide are developed, evaluated, and
revised. It represents our system of beliefs, our values, and practices that determine how we instruct
and interact with candidates, P-12 educators, students, and families. The conceptual framework
builds on the unit’s vision and mission statements.
Through our philosophy, the conceptual framework provides direction for our curriculum and
programs. It clearly identifies the knowledge base that under grids our curriculum and programs, what
the unit will teach (based on state and national standards); explains how the unit will teach (based on
our knowledge base and sound research practices); why it teaches as it does and why these strategies
will yield the required results for your knowledgeable, reflective, and caring professionals. It
reiterates its commitments to diversity, research, leadership, and technology and delineates the
dispositions, attitudes, and values we believe that our candidates should demonstrate.
The unit’s philosophy helps shape our conceptual framework themes and the knowledge base on
which the candidates’ proficiencies, assessments, and evaluations measures are based. The
conceptual framework is linked to our beliefs, values, and philosophy about teaching and learning. All
facets of the conceptual framework are interrelated, interdependent, and interactive. Our themes are
caring dispositions and ethical responsibility; communication; knowledgeable and reflective
professionals; research and leadership; respect for diversity and individual worth; technological
competence and educational applications; and working with families and communities. The candidate
proficiencies, which are an outgrowth of the conceptual framework themes, are accomplished
through teaching, research, and service.
The conceptual framework themes help to strengthen the unit’s and institution’s mission and vision
of a caring candidate who has in-depth knowledge of teaching, students, and their families and who
will be prepared for a diverse, technological, and global society today and in the future. The
conceptual framework underscores the importance of assuring that our candidates understand the
contemporary family and use that knowledge to help students learn, achieve, and succeed in life. The
program helps our education professionals to develop sensitivity to all types of diversity and to
practice responsive pedagogy. Candidates understand that technology is a tool to learn with and know
how to utilize technology to enhance instruction, learning, research, and data management. The
program produces teachers who become leaders in their schools, communities, and professional
organizations. The unit graduates teachers and school executives who collect and analyze data and
use research effectively to improve teaching and learning for all students. Caring teachers are
committed to working with all learners, culturally diverse families, and in promoting the success of all
students. In short, our conceptual framework was collaboratively developed, has been shared with all
stakeholders, and is coherent, knowledge based, and consistently evaluated and updated.
Conceptual Framework Themes
Caring Dispositions and Ethical Responsibility (1)
School of Education Expectations
Candidates completing these programs are caring and
ethically responsible teachers and school executives who
are committed to working with all learners, diverse families,
and promoting the success of all students.
Communication (2)
Candidates understand the importance of world languages
and communicate effectively and proficiently with all
students, parents, peers, and administrators.
Knowledgeable and Reflective (3)
Candidates should be knowledgeable about their subject
matter and the teaching process, and they should use this
knowledge to help students succeed academically, and to
improve family support of education in a technological and
global society.
Research and Leadership (4)
Candidates completing these programs combine theory and
practice in preparation to assume the roles of teacher
leaders and school, district, and higher education
executives. Candidates work to improve the profession and
contribute to the establishment of positive working
conditions. Candidates are taught to use research to expand
their knowledge base and make evidence-based decisions.
Respect for Diversity and Individual Worth (5)
Candidates completing our programs develop sensitivity to
all types of diversity and practice responsive pedagogy.
Technological Competence and Applications for Student Candidates understand that technology is a tool that
Learning (6)
supports learning. Candidates incorporate technologies
appropriately to enhance instruction, learning, research,
and data management.
Working with Families and Communities (7)
Candidates understand and are able to identify the
characteristics of diverse families and communities.
Candidates will use that knowledge to help students learn,
achieve, and succeed in life.
Caring
Disposition &
Ethical
Responsibility
(1)
Communication
(2)
Knowledgeable
& Reflective
(3)
Research and
Leadership
(4)
Respect for Diversity
& Individual Worth
(5)
Technological
Competence &
Applications for
Student Learning
(6)
Establish a
safe and
supportive
learning
environment
Improve
communicatio
n and
collaboration
skills
Possess indepth
knowledge of
the content
they plan to
teach
Strategically
review the
school’s vision,
mission, and
goals in the
Demonstrate a
belief that all
students can learn
and that student
learning is the
primary
responsibility of
the teacher and
school
stakeholders
Display respect for
the world views of
diverse people,
wide-ranging
family structures,
different ability
levels, varied
economic groups,
and different
perspectives
Acquire personal
technological
excellence/profic
iency to support
professional
development and
competency
Recognize and
understand the
diversity of
families and the
importance of
interacting
positively with
students and
their families
Apply and
demonstrate
competence in
the use of
innovative
technologies for
instruction,
management,
and assessment
Use varied
research
methods,
observation, and
inquiry to
understand the
family and its
role in education
st
21 century.
Working with
Families &
Communities
(7)
Facilitate a
caring and
nurturing
climate for all
Model
effective oral,
written, and
non-verbal
communicatio
n
Demonstrate
how to teach
the content
so that all
students can
learn
Practice
effective
leadership
skills to
improve the
profession and
contribute to
the
establishment
of positive
working
conditions
Demonstrate
dedication to
high levels of
ethical and
responsible
behavior
Design
effective
linguistic
strategies to
deliver
instruction to
diverse
students
Use a variety
of
assessments
methods,
taking into
account the
students’
diverse
backgrounds
and abilities
Advocate for
positive change
in policy and
practice in
schools
Implement long
and short term
plans to
accommodate
cultural and ability
differences when
teaching,
assessing, and
evaluating
learners
Effectively use
technology for
reporting
purposes, and
communicating
with
parents/guardian
s of students
Work with
parents,
guardians,
and/or
caregivers,
colleagues, local
schools,
agencies, and
communities to
support learning
and achievement
Model
professional
ethical
standards at
all times using
digital
technology
and social
media
Assist
students in
articulating
thoughts and
ideas clearly
and
effectively
Use data
assessment
outcomes
from teaching
and learning
to align with
students’
instructional
needs
Assist in
determining
school budget
and
professional
development
Establish and
maintain a
positive climate in
the learning
environment
Apply
information
literacy skills for
evidence-based
decision-making,
content
knowledge,
critical thinking,
problem solving,
and the
evaluation of the
accuracy and
credibility of
technological
sources
Engage parents,
guardians,
and/or
caregivers from
diverse
backgrounds in
their child’s
education and in
the school
culture
Demonstrate
equity and
fairness and
promote
respect and
appreciation
of diversity
Apply
teaching
methodologie
s and
strategies to
ensure
student
progress and
learning
Become
familiar with
systems in the
profession that
result in the
recruitment,
induction,
support,
evaluation,
development,
and retention
Knowledgeable
& Reflective
(3)
Research and
Leadership
(4)
Respect for Diversity
& Individual Worth
(5)
Develop
positive
relationships
with parents,
guardians,
and/or
caregivers
Possess indepth
knowledge of
the North
Carolina
Standard
Course Of
Study
(NCSCOS) and
professional
standards
Conduct action
and other
types of
research and
use results to
inform practice
Collaborate with a
range of support
specialists to meet
the diverse needs
of all students
Promote and
participate in
collegial
interactions
within the
educational
environment
Use
continuous
reflection of
teaching and
assessment to
analyze how
knowledge
gained from
past
experiences
can be used in
future
teaching,
learning, and
professional
growth
Caring
Disposition &
Ethical
Responsibility
(1)
Communication
(2)
Maintain high
expectations for
learners and
practice
responsive
pedagogy
Technological
Competence &
Applications for
Student Learning
(6)
Working with
Families &
Communities
(7)
Support and
value the
traditions,
artifacts,
symbols, and
positive values
and norms of the
school and
community
Demonstrate
enthusiasm
about the
field of
education by
practicing
lifelong
learning
through
professional
development
Promote
global
awareness
and the
interconnecte
dness of
content
area/disciplin
e
Caring
Disposition &
Ethical
Responsibility
(1)
Communication
(2)
Knowledgeable
& Reflective
(3)
Demonstrate
knowledge of
the
relationship
between core
content and
21st Century
content that
includes
Research and
Leadership
(4)
Respect for Diversity
& Individual Worth
(5)
Technological
Competence &
Applications for
Student Learning
(6)
Working with
Families &
Communities
(7)
global
awareness;
financial,
economic,
business and
entrepreneuri
al literacy;
civic literacy;
and health
and wellness
awareness
Collaborate
within the
school for the
design of
highly
engaging
schoolwork
for students,
the on-going
peer review of
this work and
sharing this
work
throughout
the
professional
community.
TEXTBOOK:
Bennett, C (2011) Comprehensive Multicultural Education: Theory and Practice 7th or 8th Ed.
Boston: Pearson Education.
DISABLED STUDENT SERVICES:
In accordance with Section 504 of the 1973 Rehabilitation Act and the American with
Disabilities Act (ACA) of 1990, if you have a disability or think you have a disability to please
contact the Center for Personal Development in the Spaulding Building, Room 155 (1st Floor):
(910) 672-1203
STANDARDS:
This course is aligned to the standards of the School of Education’s Conceptual Framework and
the North Carolina Department of Public Instruction (DPI) Professional Teaching Standards.
Conceptual Framework Themes
Knowledgeable and Reflective
Respect for Diversity and Individual Worth
Working with Families and Communities
Technological Competence and Educational
Applications
Caring Dispositions and Ethical Responsibility
Communication
School of Education Expectations
Candidates should be knowledgeable about
their subject matter and the teaching process,
and they should use this knowledge to help
students succeed academically, and to
improve family support of education in a
technological and global society
Candidates completing our programs develop
sensitivity to all types of diversity and practice
responsive pedagogy
Candidates understand the contemporary
family and communities and use that
knowledge to help students learn, achieve,
and succeed in life
Candidates understand that technology is a
tool that supports learning and know how to
utilize technology to enhance instruction,
learning, research, and data management
Candidates completing these programs are
caring and ethnically responsible teachers and
school executives who are committed to
working with all learners, diverse families, and
promoting the success of all students
Candidates communicate effectively and
proficiently with all students, parents, peer,
Research and Leadership
and administrators
Candidates completing these programs
combine theory and practice to assume the
roles of teacher leaders and school executives.
Candidates work to improve the profession
and contribute to the establishment of
positive working conditions. Candidates are
taught to use research to inform practice and
to participate in research to expand their
knowledge.
North Carolina Department of Public Instruction (NCDPI) Professional Teaching
Standards
The North Carolina Professional Teaching Standards, developed by the NCDPI, are aligned to
the expectations and requirements of the course. The standard are identified below and will
be distributed in class in their entirety.
I: Teachers
demonstrate
leadership
II: Teachers
establish a
respectful
environment for
a diverse
population of
students
III: Teachers
know the
content they
teach
IV. Teachers
V: Teachers
facilitate
reflect on their
learning for their practice
students
NCDPI Technology Standards:
The following technology standards developed by NCDPI will also be addressed through the
activities outlined in this course.
I. Teacher demonstrate a sound understanding of technology operations and concepts.
II. Teachers plan and design effective learning environments and experiences supported by
technology
III. Teachers implement curriculum plans that include methods and strategies for applying
technology to maximize student learning
IV. Teachers apply technology to facilitate a variety of effective assessment and evaluation
strategies
V. Teachers use technology to enhance their productivity and professional practice
VI. Teachers understand the social, ethical, legal and human issues surrounding the use of
technology in PK-12 schools and apply those principles in practice.
NCDPI Diversity Standards:
The following diversity standards developed by NCDPI will also be addressed through the
activities outlined in this course.
1. Teachers understand the central concepts, tools of inquiry, and structures of the discipline(s)
they teach and can create classroom environments and learning experiences that make
these aspects of subject matter accessible, meaningful, and culturally relevant for diverse
learners.
2. Teachers understand how students’ cognitive, physical, socio-cultural, linguistic, emotional,
and moral development influences learning and address these factors when making instructional decisions.
3. Teachers work collaboratively to develop linkages with parents/caretakers, school
colleagues, community members, and agencies that enhance the educational experiences
and well-being of diverse learners.
4. Teachers acknowledge and understand that diversity exists in society and utilize this
diversity to strengthen the classroom environment to meet the needs of individual learners.
5. Teachers of diverse students demonstrate leadership by contributing to the growth and
development of their colleagues, their school and the advancement of educational equity.
6. Teachers of diverse students are reflective practitioners who are committed to educational
equity.
COURSE GOALS AND OBJECTIVES:
1. Acquire, understand, and apply knowledge of how cultural groups and students’ cultural
identities impact learning and school achievement. (Foundational Knowledge)
2. Describe the history, research, and current practice in the field of culturally responsive
pedagogy and apply this knowledge to improve teaching and learning. (Foundational
Knowledge)
3. Understand the influence of diversity and planning instruction accordingly. (Application)
4. Integrate effective literacy instruction throughout the curriculum and across the content
areas to enhance student learning. (Application)
5. Survey the cultural backgrounds of children in the community. (Integration)
6. Design a classroom environment supportive of cultural pluralism. (Integration)
7. Develop and implement an anti-bias curriculum (integration)
8. Develop a personal educational philosophy statement addressing the Conceptual
framework theme stating that teachers have a “respect for diversity and individual worth.”
(Human Dimension)
9. Assess individual dispositions of effective multicultural teaching. (Human Dimension)
10. Analyze the problems of stereotyping individuals and groups. (Human Dimension)
11. Learn and demonstrate effective teaching strategies for integrating all children into the
Classroom for minimizing cultural barriers to education. (Caring)
12. Explore the dispositions necessary to be more effective teacher, communicator, and
UNIVERSITY COLLEGE CORE CURRICULUM (LEARNING OUTCOMES):
1. Reasoning Skills:
a. Reasoning Skills-Critical Thinking: Students will accurately
evaluate the reasonableness of arguments’ evidence and support,
and they will construct reasonable arguments using various forms
of evidence drawn from multiple sources.
b. Reasoning skills-Quantitative: They will apply math to situations
common in everyday living, and they will calculate, interpret, and
assess statistical data and concepts, percentages, proportions,
rates of change, geometric measures, linear equations, probability
and risk.
2. Global Literacy: Students will appreciate the global diversity of cultures,
values, and belief systems and the common humanity underlying them;
interact effectively with culturally different peoples; understand cultural
interdependence, and create solutions to intercultural problems.
Matrix of Program Student Learning Outcomes: Academic Year: 2011-2012
Program Learning
Outcome
Evidence
The candidates will
possess in-depth
content knowledge to
enhance 21st century
skills in the specialty
area that they teach
Where: EDUC 311Foundations of
Multicultural
Education,
How: Weekly quizzes
and interactive
discussion boards
using the blackboard
system; final
examination
When: Every
semester
% of graduating
students who
have satisfactorily
achieved the
outcome
98%
Use of Results (for
areas of needed
improvement, the
plan will be place
in the OPAR)
To monitor and
update course
objectives or learner
outcomes based on
current academic and
career goals of
students
The candidate will
utilize technology to
enhance instruction,
learning, research,
assessment and data
management
(Adopted Summer
2010 and revised
Spring 2011: North
Carolina Professional
Teaching Standards;
revise every two
years (even years)
The candidate will
promote an
educational culture
that values reflective
practice (Adopted
Summer 2010 and
revised Spring 2011;
North Carolina
Professional Teaching
Standards; revise
every two years (even
years)
Where: EDUC 311 –
Foundations of
Multicultural
Education
98%
How: Weekly use of
the blackboard course
management system
How: Weekly quizzes
using the blackboard
system; use of
discussion boards;
use of whiteboards;
When: Used each
academic semester
Where: EDUC 31198%
Foundations of
Multicultural
Education
How: Bi-weekly use
of seminar sessions
using the Blackboard
Course Management
System; use of
discussion boards;
use of whiteboards;
Use of interactive
student projects
When: Used each
academic semester
To monitor and
update course
objectives or learner
outcomes based on
current academic and
career goals of
students
To monitor and
update course
objectives or learner
outcomes based on
current academic and
career goals of
students
CAEP STANDARDS
Standard 1: CONTENT AND PEDAGOGICAL KNOWLEDGE
The provider ensures that candidates develop a deep understanding of the critical concepts and
principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to
advance the learning of all students toward attainment of college‐ and career‐readiness standards.
Standard 2: CLINICAL PARTNERSHIPS AND PRACTICE
The provider ensures that effective partnerships and high‐quality clinical practice are central to
preparation so that candidates develop the knowledge, skills, and professional dispositions necessary
to demonstrate positive impact on all P‐12 students’ learning and development.
Standard 3: CANDIDATE QUALITY, RECRUITMENT, AND SELECTIVITY
The provider demonstrates that the quality of candidates is a continuing and purposeful part of its
responsibility from recruitment, at admission, through the progression of courses and clinical
experiences, and to decisions that completers are prepared to teach effectively and are
recommended for certification. The provider demonstrates that development of candidate quality is
the goal of educator preparation in all phases of the program. This process is ultimately determined
by a program’s meeting of Standard 4.
The ultimate goal of educator preparation is the impact of program completers on P‐12 student
learning and development, as framed by the Commission in the following standard:
Standard 4: PROGRAM IMPACT
The provider demonstrates the impact of its completers on P‐12 student learning and development,
classroom instruction, and schools, and the satisfaction of its completers with the relevance and
effectiveness of their preparation.
In keeping with CAEP’s strategic goals to be both a model accrediting body and a model learning
organization, the Commission also explored attributes of high‐performing education organizations.
Key concepts for such organizations are a relentless focus on results and a systematic and
purposeful use of evidence for continuous improvement. The fifth standard is built upon these
concepts:
Standard 5: PROVIDER QUALITY ASSURANCE AND CONTINUOUS IMPROVEMENT
The provider maintains a quality assurance system comprised of valid data from multiple measures,
including evidence of candidates’ and completers’ positive impact on P‐12 student learning and
development. The provider supports continuous improvement that is sustained and evidence‐based,
and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and
data collection to establish priorities, enhance program elements and capacity, and test innovations
to improve completers’ impact on P‐ 12 student learning and development.
COURSE OUTLINE: The instructor reserves the right to adjust the course outline shown
below based on the needs of the student and content material to be
covered.
Class Requirement Notation Codes:
Gold-Activity Assignment,
Red- Online seminar session meetings
Week of:
August 17, 2015
Green- Online discussion boards
Blue- Chapter online assessments & Book Review
Class Topic/Issue
Introduction to EDUC 311
Multicultural Schools: What,
Why and How?
August 24, 2015
August 31, 2015
Continuation of Foundations
of Multicultural Education
(Chapter 1) Summation
September 7, 2015
Introduction to Chapter 2
Culture, Race and the
Contexts for Multicultural
Activity
Class introduction.
What is the role of
multicultural education in
society? (A discussion board
question ready for posting by
8/20/15) Assigned Text
Reading: Foundations of
Multicultural Education
Chapter 1. Powerpoint
lecture/discussion notes to be
released for Chapter 1 on
Tuesday, 8/25/15
Class activity assignment #1
to be announced and
released on Wed. 8/26/15
due by Wed. 9/2/15.
Online discussion board post
#1 activity due by Tues.,
8/25/15
Online “live” seminar
session meeting date:
8/27/15 from 6:00 p.m. 7:00 pm in virtual classroom
Class activity assignment # 1
due Wed. 9/2/15. Class
assignment #2 to be released
on 9/2/15 or 9/3/15. Chapter
1 Online Assessment Quiz
released by 11:00 p.m. on
Thursday, 9/3/15. Due by
11:00 p.m. Tues. 9/8/15.
Class activity assignment # 2
released by 9/9/15
Study guide powerpoint notetaking & review reading for
Chapter 2 takes place this
teaching/ Race Relations and
the Nature of Prejudice
week.
Online discussion board post
activity #2 due on Tues.
9/8/15 Chapter 2 class
activity assignment #2 due by
9/16/15
September 14, 2015
Continuation of Chapter 2.
Chapter 2 online assessment
quiz released on Thursday
9/17/15 and due by 11:00 pm.
on Tuesday 9/22/15
September 21, 2015
Introduction to Chapter 3.
“Race Relations and the
Nature of Prejudice”
Chapter 3 class assignment
readings takes place. Study
guide powerpoint notetaking
for Chapter 3 will be made
available at this time.
Student activity assignment
#3 is released on Wed.
9/23/15 and due by Wed.
9/30/15
Date will be announced for
posting of discussion board.
Online discussion board
posting activity #3 due by
Tues. 9/22/15
Chapter 3 online quiz
assessment released on
Thursday, 10/1/15 and due
on Tuesday, 10/6/15 by 11:00
p.m.
September 28, 2015
Introduction to Chapters 4 &
5 readings- “Immigration and
the American Dream.” And
“Colonialism & Involuntary
Immigration of AfricanAmericans and American
Indians”
Study guide powerpoint notetaking exercise and readings
take place for Chapters 4 & 5
this week.
Student activity #4 due date
will be announced after Midterm/Fall break.
Online “live” seminar
meeting on 10/1/15 @ 6:00
p.m.
Powerpoint notetaking for
Chapter 4.
Mid-term to be released
on Thursday, 10/8/15.
Mid-term due by Tuesday
10/13/15 covering
Chapters 1-4.
October 12, 2015- October 16,
2015
(Mid-term Week)
FALL BREAK (NO
CLASSES): Oct. 15, 2015
– Oct. 16, 2015
Enjoy your break!!
Continuation of Chapter 5
readings “Colonialism &
Involuntary Immigration of
African-American Indians”
Mid-term Test Week on
Chapters 1-4 materials
Online Mid-term examination
released on 10/8/15
Mid-term due : Tuesday
10/13/15 Student activity #4
is will be announced during
week of 10/19/15
Online “live” seminar meeting
will take place Thursday,
10/29/15 @ 6:00 p.m.
Begin readings on Chapter 6
& 7 in your text.
October 19, 2015
October 19, 2015
October 26, 2015
BOOK REACTION PAPER PLAN
Book Reaction Assignment
Title /Topic Due 10/23/15.
Need to finalize book to be
selected for book reaction
paper BY THE END OF THE
DAY!!!. Begin reading
selected book.
Continue readings on Chapter 6
&7
Discussions of Chapters 6 & 7.
Introductions and discussion
readings on Immigration of
Latinos and Asians
Open book quiz assessment
released on Chapters 6 & 7 on
10/22/15. Due on 10/27/15
Online discussion board
posting due by 10 /20/15 for
Chapters 6 & 7.
Online seminar meeting takes
place Thursday, 10/29/15 @ 6:00
p.m.
Introduction to Chapters 8
“Learning Styles and Culturally
Competent Teaching”
Chapter 8 readings and
powerpoint
study guide note-taking
activity released.
Student activity (TBA) exercise #
4 due November 4, 2015
BOOK REACTION PAPER DUE
11/25/2015
SPECIAL NOTE FOR GRADUATING
SENIORS OR GRADUATE STUDENTS
FOR DECEMBER 2015:
CHAPTERS 9, 10, AND 11 READINGS
WILL BE INCLUDED ON YOUR FINAL
EXAMS. GRADUATING STUDENT
EXAMS BEGIN WEEK OF 11/30/15 12/4/15
(Contact me for further details)
November 2, 2015
Introduction to Chapters 9 &
10:
“Reaching All Learners” and
“Teaching in Linguistically
Diverse Classrooms “
Chapter 8 online quiz
assessment for Ch. 8 released on
11/5/15, due 11/10/15
Selected Book Reaction Paper
Due: 11/25/15
Discussion board posting
due on 11/3/15 for Chapter
8.
Chapter 9 and 10 readings
and study guide #5 exercise
to be completed.
November 9, 2015
Continue discussion of
Chapter 10.
Student activity assignment
exercise #5 due 11/18/15
November 16, 2015
BOOK REACTON PAPER
WRITING WEEK
Book Reaction Paper Due
11/25/15
November 23, 2015
Thanksgiving Holiday:
11/26/15 – 11/27/15
Introduction to Chapter 11“Multicultural Curriculum
Development”
November 30, 2015 for
(Graduating Students)
December 5, 2015 for
(Non-Graduating Students)
Final Examination Week
Final discussion board
postings due by
11/30/15
Graduating student final
examinations due by 12/3/15
Non-graduating student final
examinations due by 12/10/15
CLASS ATTENDANCE:
All students are expected to attend all class meetings and other instructional sessions.
Students are expected to log on each week at a designated time for lecture discussions. All
students are expected to participate in the discussion board of the Blackboard system in order
to engage in the discussion of issues pertinent to multicultural education. Ten percent of the
course grade is based on class attendance. Make-up assignments will be left up to the
discretion of the instruction for this course.
For students whose class absences exceed 10% of the total contact hours for this online class, a
grade of “EA” Excessive Absences will be reported to the Office of the Registrar. The EA is not a
final grade. Students who are assigned an interim grade of EA, but do not withdraw from the
class, will receive a final grade based on the evaluation criteria for the class.
FSU POLICY ON ELECTORNIC MAIL
Fayetteville State University provides to each student, free of charge, an electronic mail account
([email protected]) that is easily accessible via the internet. The university has
established FSU e-mail as the primary mode of correspondence between university officials and
enrolled students. Inquiries and requests from students pertaining to academic records,
grades, bills, financial aid, and other matters of confidential nature must be submitted via FSU
e-mail. Inquiries or requests from personal email accounts are not assured a response. The
university maintains open-use computer laboratories throughout the campus that can be used
to access electronic mail. Rules and regulations governing the use of FSU e-mail may be found
at http://www.uncfsu.edu/PDFs/EmailPolicyFinal.pdf
RELIGIOUS OBSERVANCES
A minimum of two (2) excused absences each academic year for religious observances required
by the faith of a currently enrolled student. Such absences must be required in accordance
with the procedures of Fayetteville State University policy. Excused absences shall not be
counted against any mandatory attendance requirements; however beyond the minimum
stated in the FSU policy, instructors shall maintain authority to establish and enforce the
attendance policy for the course they are teaching.
Students shall be given the opportunity to make up tests and other work missed due to an
excused absence for a religious observance. Students shall not be relieved of their
responsibility for any part of the course work required during their period of absence
Academic Integrity- Dishonesty in Academic Affairs
Acts of dishonesty in any work constitute academic misconduct. Such acts include
cheating, plagiarism, misrepresentation, fabrication of information, and abetting
any of the above. Plagiarism in particular presents pitfalls to be avoided: failure
to document any words, ideas, or other contribution that do not originate with
the author constitutes plagiarism. Widespread use of the World Wide Web
(Internet) requires particular attention to proper documentation practices.
Individual course syllabi offer additional clarification about requirements for
proper documentation. Actions outlined in the Fayetteville State University
Student Handbook under Disciplinary System and Procedures will be followed for
IV. Title IX – Sexual Misconduct
Fayetteville State University (University) is committed to fostering a safe campus
environment where sexual misconduct — including sexual harassment, domestic
and dating violence, sexual assault, and stalking - is unacceptable and is not
tolerated. The University encourages students who may have experienced sexual
misconduct to speak with someone at the University so that the University can
provide the support that is needed and respond appropriately. The Sexual
Misconduct policy can be found at the following link:
http://www.uncfsu.edu/Documents/Policy/students/SexualMisconduct.pdf
Consulting with a Health Care Professional - A student who wishes to
confidentially speak about an incident of sexual misconduct should contact either
of the following individuals who are required to maintain confidentiality:
Ms. Dionne Hall
Licensed Professional Counselor
Spaulding Building, Room 167
(910) 672-2167
[email protected]
Ms. Linda Melvin
Director, Student Health Services
Spaulding Building, Room 121
(910) 672-1454
[email protected]
Reporting an Incident of Sexual Misconduct - The University encourages students
to report incidents of sexual misconduct. A student who wishes to report sexual
misconduct or has questions about University policies and procedures regarding
sexual misconduct should contact the following individual:
Title IX Coordinator
Barber Building, Room 242
(910) 672-1141
Unlike the Licensed Professional Counselor or the Director of Student Health
Services, the Deputy Title IX Coordinator is legally obligated to investigate reports
of sexual misconduct, and therefore cannot guarantee confidentiality, but a
request for confidentiality will be considered and respected to the extent possible.
Students are also encouraged to report incidents of sexual misconduct to the
University’s Police and Public Safety Department at (910) 672-1911.
EVALUATION CRITERIA:
A. GRADE DISTRIBUTION
1.
2.
3.
4.
5.
6.
Online Book Chapter Quizzes
Mid-term Examination
Discussion Board Postings/Class Activities
Attendance
Selected Book Reaction Paper, TBA
Final Examination
20%
20%
10%
10%
20%
20%
B. UNIVERSITY GRADING SCALE
90 – 100 A
80 – 89 B
70 – 79 C
62 - 69 D
Below 62 Failure of Course
For additional information regarding university academic policies, please consult your FSU
student catalog
CLASS ACTIVITIES and REQUIREMENTS:
Seminar Meeting Sessions: Seminar meeting sessions will be held on the second and fourth
Thursdays between the hours of 6:00 p.m. – 7:00 p.m. to discuss or outline key
important points that students should focus on in studying the research-based
information presented in each chapter. At that time, questions relating to student
research-based activities and outside readings will be addressed during those
seminar sessions. It is not mandatory that you attend each seminar session;
however, it is recommended that you do attend a few of them in order to gain
clarity of chapter readings in addition to understanding the scope and sequence of
the course.
Assessments: Chapter quiz assessments will be provided based readings and class notes.
Online assessments will be timed and expected to be completed online. Quiz grades
will be posted in the student grade center.
Discussion Board Postings: All students are expected to participate in discussion board issues
or topics relating to the content areas identified for EDUC 311. Discussion board
feedback will be based on the quality of feedback and the understanding of content
issues, or topics relating to class discussions.
Chapter Activities: All students are expected to complete weekly chapter activities identified
each week in the Blackboard/Course Assignments section. Students will need to email all
required weekly, activity assignments to [email protected] by the specified time
announced by the instructor. NO LATE ASSIGNMENTS WILL BE ACCEPTABLE unless there is an
extreme emergency case determined by the instructor.
Mid-term and final exams will be based on content area related topics, principles and theories
discussed in class along with chapter readings, class activity materials, and discussion board
topics.
Syllabus Announcement:
EXCELLENCE IN TEACHING CONFERENCE will be held on Friday, April 17, 2015. This will be an
all day activity. The conference will be free to all students and more information is
forthcoming.
Selected book reaction paper, due date 11/25/2015 (20 percent)
Write a 4-5 page reaction paper that addresses the following: (1) a brief summary of the book’s
thesis and what the author hoped to accomplish (1-2 paragraphs), (2) evidence of the impact of
race, culture (especially language and/or religion), class and geographic region in the life history
and educational experience of the book’s main characters, (3) examples of similarities and
differences between you and the main character in terms of education and lived experience
(incidents where you personally could connect with the book’s main character), and (4) your
personal assessment of this book in terms of becoming a teacher and strengthening your
multicultural competence.
Selected Course Readings: (Select one of the following multicultural
education books after the first class meeting or you may choose one
of your choice to prepare for your selected book reaction paper, due
date 11/25/2015)
Beal, Melba (1995) Warriors Don’t Cry. New York: Washington Square Press.
Crow Dog, Mary (1990) Lakota Woman. New York: Harper Collins Publishers.
Gallo, D.R. Ed., (2004) First Crossing: Stories about Teen Immigrants. Cambridge,
MA: Candlewick Press.
Houston, J.W. & Houston. J.D. (2002) . Farewell To Manzanar. New York:
Houghton Mifflin Company
Kotlowitz, Alex (1998) The Other Side of the River: Anchor Books-A Division
of Random House Publishing.
Kotlowitz, Alex (1992) There Are No Children Here: Anchor Books-A Division
of Random House Pubishing.
Rodriguez, Luis J. (1993). Always Running: La Vida Loca: Gang Days in L.A.
New York: Simon & Schuster