JEFFERSON COLLEGE COURSE SYLLABUS EDU240 MULTICULTURAL EDUCATION. 3 Credit Hours. Prepared by: Dr. Terry Kite October 2016

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1 JEFFERSON COLLEGE COURSE SYLLABUS EDU240 MULTICULTURAL EDUCATION 3 Credit Hours Prepared by: Dr. Terry Kite October 2016 Dr. Terry Kite, Division Chair Social Sciences and Business Dr. Shirley Davenport, Dean, Arts & Science

2 EDUXXX Multicultural Education I. CATALOGUE DESCRIPTION A. Pre-requisite 1. Reading proficiency 2. ENG101 English Composition I B. 3 semester hours credit C. This course is designed to examine the multicultural context of education and prepare students to understand and teach learners from diverse backgrounds, with diverse characteristics, and with differing social identities. The course will address issues of educational equity, sociocultural influences on teaching and learning, and how teachers and schools can contribute to interpersonal and intercultural understanding and respect, social justice, and democratic citizenship. (S) II. EXPECTED LEARNING OUTCOMES/CORRESPONDING ASSESSMENT MEASURES Expected Learning Outcomes Demonstrate an understanding of cultural diversity and the potential for bias in teaching (MoSPE/MIPEC 1A5) Demonstrate an understanding that students from differing cultural backgrounds may differ in their approaches to learning (MoSPE/MIPEC 2A4) Explain how students language, culture, family, and community impact learning (MoSPE/MIPEC 2A6) Demonstrate an understanding of the importance of using appropriate strategies to meet individual student needs (MoSPE/MIPEC 3A2) Identify instructional strategies that promote critical thinking and problem solving (MoSPE/MIPEC 4A1) Recognize how culture and social identify influence the effective use of principles of classroom management, motivation, and engagement (MoSPE/MIPEC 5A1) Assessments Measures Reflection Lesson plan strategies Lesson plan strategies Reflection

3 Expected Learning Outcomes Recognize the influence of classroom, school, and community culture on student relationships and the impact on the classroom environment and learning (MoSPE/MIPEC 5A3) Recognize the need to be sensitive to student differences in communication (MoSPE/MIPEC 6A2) Recognize ethical practices and the influence of district policies and school procedures on professional practice (MoSPE/MIPEC 8A3) Recognize the availability of basic services in the school and community to support students and their learning (MoSPE/MIPEC 9A2) Recognize the importance of developing relationships with students, families, and communities in support of student learning (MoSPE/MIPEC 9A3) Assessments Measures Reflections III. OUTLINE OF TOPICS A. Understanding diversity 1. Our multiple cultures and identities a. Race and ethnicity b. Socioeconomic class and mobility c. Gender and gender identity d. Sexual orientation e. Religion f. Ability g. Recent immigrants and refugees h. School cultures and cliques 2. Prejudice and discrimination B. Equity, social justice, and democracy 1. The social and educational cost of the -isms 2. Education and social justice 3. Diversity, education and democracy C. Educating with diversity in mind 1. Safe and inclusive classrooms 2. Connecting to the community 3. Student empowerment 4. Cultural responsiveness and academic achievement 5. Diversity and educational policies

4 IV. METHODS OF INSTRUCTION A. Readings from textbook and supplemental handouts B. Participation in active learning by reflective activities and peer discussions in classroom or online discussion board C. Reflections on questions in classroom and online D. Student presentations E. Educational media presented in classroom and online V. REQUIRED TEXTBOOK Koppelman. K. L. (2017). Understanding Human Differences: Multicultural Education for a Diverse America (5 th ed.). Upper Saddle River, NJ: Pearson. VI. REQUIRED MATERIALS A. Textbook B. Reliable internet access C. Blackboard access VII. SUPPLEMENTAL REFERENCES A. Current library resources 1. Periodicals 2. Videos B. Current internet resources posted in Blackboard VIII. METHODS OF EVALUATION A. Discussion and active involvement B. either in the classroom or online C. Text-based assignments D. Group presentation E. Reflections

5 F. Quizzes G. Grading scale A = 100% - 90% B = 89% - 80% C = 79% - 70% D = 69% - 60% F = 59% - 0% IX. ADA AA STATEMENT Any student requiring special accommodations should inform the instructor and the Coordinator of Disability Support Services (Library; phone ). X. ACADEMIC HONESTY STATEMENT All students are responsible for complying with campus policies as stated in the Student Handbook (see College website, XI. ATTENDANCE STATEMENT Regular and punctual attendance is expected of all students. Any one of these four options may result in the student being removed from the class and an administrative withdrawal being processed: (1) Student fails to begin class; (2) Student ceases participation for at least two consecutive weeks; (3) Student misses 15 percent or more of the coursework; and/or (4) Student misses 15 percent or more of the course as defined by the instructor. Students earn their financial aid by regularly attending and actively participating in their coursework. If a student does not actively participate, he/she may have to return financial aid funds. Consult the College Catalog or a Student Financial Services representative for more details. XII. OUTSIDE OF CLASS ACADEMICALLY RELATED ACTIVITIES The U.S. Department of Education mandates that students be made aware of expectations regarding coursework to be completed outside the classroom. Students are expected to spend substantial time outside of class meetings engaging in academically related activities such as reading, studying, and completing assignments. Specifically, time spent on academically related activities outside of class combined with time spent in class meetings is expected to be a minimum of 37.5 hours over the duration of the term for each credit hour.