HomeMy WebLinkAboutEDU-110 1
BERGEN COMMUNITY COLLEGE
DIVISION OF BUSINESS, SOCIAL SCIENCES AND PUBLIC SERVICE
EDUCATION DEPARTMENT
EDU-110 FOUNDATIONS OF MULTICULTURAL EDUCATION
FALL 2011
EDU-110
TWICE A WEEK/ PARAMUS
DR. BENICIA D’SA
E-122
PH. 2016897605
BDSA@BERGEN.EDU
Course Description:
EDU 110: Foundations of Multicultural Education. Develops knowledge, skills and attitudes
required for teaching students from diverse cultural and linguistic backgrounds. This course
further defines concepts presented in social science courses, such as world geography, sociology,
anthropology, economics and political science from the perspective of diverse societies.
3HRS LECTURE 3 CREDITS
STUDENT LEARNING OBJECTIVES
As a result of meeting the requirements in this course, students will be able to:
identify and describe general categories of diversity;
demonstrate awareness of, and sensitivity to, the social issues associated with cultural
diversity;
identify and understands the educational implications of cultural and linguistic diversity;
explain the relationship between cultural influences and the emergence of value systems;
explain and describe the purposes and goals of multicultural education;
demonstrate the understanding and knowledge needed to promote cross-cultural
understanding and educational equity in the classroom;
demonstrate the knowledge and skills to modify curriculum and adapt instructional
strategies to meet the diverse needs of their students;
demonstrate knowledge about anti-bias education, prejudice reduction strategies, and
conflict resolution;
demonstrate the appropriate attitudes necessary to become successful teachers in our
diverse society.
Assessment criteria-
1. Participation in class, all learning activities, completion of all reading assignments,
and overall professionalism. Lack of preparation and/or willingness to participate in
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class discussions will have an impact on the possible grade received by the student, and
may result in failing the course. An essential part of this course is the willingness to learn
and to share thoughts and insights as a professional teaching practitioner. Students are
also expected to demonstrate a professional attitude through punctuality, collaboration
with other students, and the timely completion of assignments.
2. Response Journal Each student will write a weekly journal that responds to both the
course readings and the class activities. This journal will not be merely a summary of the
reading and course content. It will reflect the students’ ideas, thoughts and feelings about
their experiences in the course. The ability to reflect in depth on experiences has been
found to be an important.
3. Presentation of a cultural group study Students will work in cooperative groups to
investigate and research a relevant religious or ethnic cultural group and present their
findings to the class. These presentations should reflect the students’ knowledge of
effective teaching strategies and demonstrate the ability to put this into practice. A
written summary of their contribution to the presentation will be handed in by each
student.
4. Beliefs/Philosophy Paper Each student will prepare a statement of their educational
philosophy/beliefs as influenced by the goals and purposes of multicultural education.
The paper will address the following strands as they relate to education in a diverse
society:
The Learner
Curriculum
Effective Teaching
Assessment
Classroom Management
Parent and Family Involvement
Personal and Professional development
MID-SEMESTER AND FINAL EXAMS WILL BE ADMINISTERED.
COURSE CONTENT
The purpose of this course is to provide a foundation of knowledge about diversity issues and the
resulting implications for classroom instruction designed to free the power of the individual. In
the spirit of aspiring to become a community of learners who value the power of knowledge to
inform, inspire, and transform lives, this course further defines concepts presented in social
science courses, such as world geography, sociology, anthropology, economics and political
science from the perspective of diverse societies. It expands the candidates’ understanding of (a)
teaching as a profession and (b) meeting the needs of diverse populations.
SPECIAL FEATURES OF THE COURSE: Internet, PowerPoint.
COURSE TEXT: Gollnick, D.M., & Chinn, P.C. (2009). Multicultural education in a pluralistic
society. (8th ed.). N.J.: Merrill/ Prentice Hall.
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RESEARCH, WRITING, AND/OR EXAMINATION REQUIREMENTS
Beliefs/Philosophy Paper The purpose of this assignment is to help you synthesize and
apply all you have read, discussed, and explored during this course. Each student will prepare
a statement of their educational philosophy/beliefs as influenced by the goals and purposes of
multicultural education in a diverse society/nation/world. The paper will address the
following strands as they relate to education in such a society:
The Learner: What are the characteristics and needs of the learner from the
different cultural groups (class, ethnic/racial, gender, religion, language,
exceptionalities, age etc.) that were discussed in the course?
Curriculum: How can educators ensure that the curriculum addresses the needs
of the learner?
Effective Teaching: What is the role of the teacher in a diverse society? What
qualities should the teacher possess? What is effective teaching in a diverse
society?
Assessment: What constitutes appropriate assessment in a diverse society? What
are the purposes of assessment?
Classroom Management: What do you believe about classroom management,
behavior management and guidance, discipline, safe schools in a diverse society?
Parent and Family Involvement: What are the benefits of involving the family
and the community? Why and how can this be accomplished?
Personal and Professional development: As an educator/teacher in a diverse
society, how do you plan to grow professionally and personally?
This paper must be typed, double spaced, using 12 pt font
Response Journal
“Responding” to the text book, readings, and class activities and discussions is not the same as writing a
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summary. It may involve summarizing what the author/s have written, but it goes beyond that, to giving a
personal response or reaction to the content of the text. You are being asked to give your personal
thoughts and opinions about the information and ideas presented by the authors.
The text for this course is written by Gollnick and Chinn. As you read each chapter make notes about
what you think are the main themes and ideas. Particularly make note of points about which you feel
strongly, either positively or negatively. Do the same after each class session. Try to write your responses
as soon as possible after the discussion, activity or after you have read the chapter/article, even if you
have to go back and modify your reactions after the topic has been discussed in class. If you wait too
long, you will forget the ideas and opinions you have as you read and participate.
During class we will also discuss issues and watch videos addressing those issues. These should be
included in your reflections.
Some GUIDING QUESTIONS/ CUES to ask yourself writing your journal:
1. What are the main points made in the chapter, article, class discussion, activity?
2. Does the information given match with my own experiences?
3. What information is new to me?
4. What ideas are new to me?
5. With which ideas do I agree?
6. With which ideas do I disagree?
7. What is my personal opinion about this topic? (Remember to support this with facts, details,
anecdotes etc.)
Keep your journal entries in a soft binder. Sometimes you will be asked to exchange journals with
members of your group so that they can respond to your reflections. Remember, reflecting on ideas,
thoughts, and topics is part of the learning process. Enjoy expressing your opinions and reactions to what
you are learning. Some entries will be longer than others. How much you write depends on your personal
response to the different topics. You will naturally feel more strongly about some topics that others;
however, if you find that you are unable to write much in response to any of the topics, then you may
need to think more deeply or pay more attention!
CLASS PRESENTATIONS
Students will work in small groups of no more than four people to investigate and research a
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relevant cultural group and present their findings to the class. This will be a single group study of
an ethnic or religious group.
Single group studies should include the following elements:
1. Perspective. You should accurately present the points of view of members of the group being
studied. It is important to avoid distortions and stereotypes. This means checking source material
to make sure that the perspectives being represented are acceptable to members of that group.
2. History.
(a) Examine the historical experiences of the group and their contributions to society. Tell the
past and recent experiences fairly and from the point of view if members of the group.
(b) Explain any oppression factors, and the response and/or resistance of the group.
3. Culture.
Cultural contributions include the total way of life, including literature, language, music, art,
philosophy, beliefs, rituals, technology. How has the group maintained its identity and given
meaning to its existence?
4. Current Social Agenda.
Examine and explain the current needs and experiences of the group, and any issues they are now
facing. Identify any movements in which they are involved.
5. Issues of Particular Concern.
Describe any issues that are particularly important to the group e.g. language
SUGGESTED SINGLE-GROUPS TO STUDY
African Americans
Asian Americans - sub-groups:
Chinese Japanese SE Asian (Vietnamese, Hmong, Cambodian) Korean
Filipino Thai Indonesian
Caribbean Americans
Hispanic/Latino Americans - sub-groups:
Chilean Ecuadorian Mexican
Native Americans/American Indians
There are many different sub-groups in this category. Those living in this area would be best e.g.
Choctaw.
European Americans - sub-groups:
Northern European e.g. Irish, French, Scandinavian, German, British
Eastern European e.g. Russian, Romanian, Ukrainian, Polish
Southern European e.g. Italian, Greek, Albanian, Turkish
Cajun
Jews/Judaism This is both an ethnic group and a religion
Islam/Muslims
Buddhism
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Hinduism
Christianity
Roman Catholics, Protestants (Presbyterians, Episcopalians, Baptists, Lutherans), Seventh Day
Adventists, Jehovah’s Witnesses, Mormons etc.
Tips for Making a High Quality Presentation
The format of these presentations should reflect the students’ knowledge of effective teaching strategies
and demonstrate the ability to put this into practice.
Put into practice what you know about effective teaching for all students.
Use a variety of presentation strategies.
Focus on clear speaking.
Use explicit visuals.
Keep it to 30/40 min.
Criteria to keep in mind for presentations
Satisfactory Needs Work
Class
Presentations
Good language structure
Expressive use of voice
Clear diction
Engaging presentation, lively & well
organized
Maintained eye contact with audience
Responded positively to questions or
comments
Held interest of audience
Content accurate & relevant
Balanced and unbiased viewpoints and
opinions
Appropriate use of terminology
Poor use of language
Voice inflection needs improvement
Diction unclear
Thoughts not organized
Avoided eye contact
Reacted to questions or comments
with indifference
Failed to engage interest
Content is inaccurate or lacks
relevance
Biased attitude evident
Inappropriate use of terminology
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EDU: Foundations of Multicultural Education
NAME/ ID: ______________________
GRADING CRITERIA FOR MULTICULTURAL BELIEFS/PHILOSOPHY PAPER
Excellent
A (4)
Strong
B (3)
Satisfactory
C (2)
Inferior
D (1)
Thesis: Beliefs
/Philosophy
Clearly defined and
sustained
throughout; topic
effectively limited.
Highly insightful.
Thesis stated;
attempts to limit
topic. Moderately
insightful
Thesis stated; no
attempt to limit
topic. Minimal
insight.
Unclear thesis; no
attempt to limit
topic; topic
inappropriate. No
insight discernible.
Content Content is accurate,
complete, clearly
stated, and
appropriately
referenced. All
strands are
addressed in depth.
Several sources
other than the text
book are used.
Content is accurate,
fairly complete, and
clearly stated. All
strands are
addressed. Some
attempt to use
sources other than
text.
Content is accurate,
but is incomplete,
lacks clarity. Source
of information is
limited to text.
Content is
inaccurate and
incomplete.
Organization Highly organized
plan with effective
transitions. Superior
introduction and
conclusion, which
clearly relate to
whole.
Logical
organization, but
with inconsistent
transitions.
Introduction and
conclusion related to
whole.
Logical
organization, with
some transitions.
Ineffective
introduction and/or
conclusion.
Poor organization,
lacks unity. No
transitions.
No introduction
and/or conclusion.
Writing Mechanics Superior editing. No
errors in the
following areas:
.spelling
.grammar
.punctuation
.capitalization
.format
Careful editing.
Fewer than 3 errors
in the following
areas:
.spelling
.grammar
.punctuation
.capitalization
.format
Some attempt at
editing. Fewer than
6 errors in the
following areas:
.spelling
.grammar
.punctuation
.capitalization
.format
Careless editing.
More than 6 errors
in the following
areas:
.spelling
.grammar
.punctuation
.capitalization
.format
Total rating: Rating average: Grade: ____________________
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EDU: FOUNDATIONS OF MULTICULTURAL EDUCATION
GRADING/EVALUATION RUBRIC for PARTICIPATION
Attendance at all class sessions is expected. Remember that because this class only meets once a week, if you miss
one class you have missed a week of classes (3 hours). Excused absences for family deaths, illness confirmed by
medical personnel, or university service confirmed by University officials are some times unavoidable, but try to
have no more than one of these during the semester. If you miss more than 3 hours of class, you will not have been
involved in sufficient class discussion about ideas, concepts, and attitudes to meet the requirements of the co urse. It
is also important for students to be on time and to stay for the entire class session.
Criterion #1: The student has participated in all class sessions.
A (4) B (3) C (2) D (1)
100% participation
(except for excused
absence) with no tardies
or early departures
100% participation
(except for excused
absence) with few tardies
or early departures
Less than 100%
participation but more
than 80% (except for
excused absence) OR with
numerous tardies or early
departures
Any class participation
less than 80%
Criterion #2: The student fully participates in readings, class discussions, group work, and other learning
activities.
A (4) B (3) C (2) D (1)
On-time preparation of all
assignments; high level of
involvement in class
activities demonstrating
initiative and depth of
thought. Generates ideas.
Demonstrates
comprehensive
preparation and
completion of all
assignments (but not
necessarily on-time); high
level of involvement in
class activities.
Less than comprehensive
preparation evidenced, but
more than minimal; basic
level of participation in
learning activities etc.
Minimal preparation and
participation in learning
activities evident.
Criterion #3: The student exemplifies a professional attitude as an emergent practitioner.
A (4) B (3) C (2) D (1)
Comments in class clearly
indicate a high-level
attention to readings,
discussions, and class
activities and depth of
thought.
Comments in class clearly
indicate at least marginal
attention to readings,
discussions, and class
activities and depth of
thought.
Comments in class
derived from only two or
three of the indicated
resources, or are
exclusively from personal
experience and depth of
thought is lacking.
Comments in class are
derived from one or none
of the indicated resources,
or comments are not made
and thoughts and ideas are
shallow or non-existent.
Basic requirements are not met: F = 0
Total rating: Rating average: Grade: _________________
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RESPONSE JOURNALS EVALUATION CRITERIA
EDU: Foundations of Multicultural Education
Excellent
A (4)
Strong
B (3)
Satisfactory
C (2)
Inferior
D (1)
Knowledge and
Comprehension
Evidence of
accurate and
complete
understanding and
interpretation of
the issues
Evidence of basic
understanding and
interpretation of
the issues
Evidence of
minimal
understanding and
interpretation of
the issues
Lacks evidence of
understanding &
interpretation of
the issues
Personal
Response: Ideas,
thoughts and
opinions
Consistently
makes connections
between content
and personal
ideas, experiences,
and opinions
Supports all
statements with
facts and rationale
Evaluates own
ideas in light of
other perspectives
Makes several
connections
between content
and personal
ideas, experiences,
and opinions
Supports most
statements with
facts and rationale
Acknowledges
and analyzes other
perspectives
Makes some
connections
between content
and personal
ideas, experiences,
and opinions
Supports some
statements with
facts and rationale
Acknowledges
other points of
view
Does not make
connections
between content
and personal
ideas, experiences
or opinions
Fails to support
statements with
facts or rationale
Does not
acknowledge other
points of view
Communication
Skills
Demonstrates
consistent clarity
of thought and
expression.
Excellent
organization.
Demonstrates
clarity of thought
and expression;
well organized
Demonstrates
minimal clarity of
thought and
expression
Lacks clarity of
thought and
expression
Total rating: Rating average: Grade: _________________
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CULTURAL GROUP STUDY PRESENTATION SCORING RUBRIC
Foundations of Multicultural Education
Students will work in groups of no more than four people to investigate and research a relevant
cultural group and present their findings to the class. This will be a cultural group study of an
ethnic or religious group in the United States.
Area/ Rating
Exemplary Acceptable Not Acceptable
Purpose of the
Presentation
Demonstrates a clear
understanding of the
purpose of the
presentation. Accurately
and with insight conveys
the cultural group’s
history, perspective,
culture, current social
agenda, and issues of
particular concern.
Demonstrates a
satisfactory understanding
of purpose of presentation.
Accurately represents
most aspects of the
cultural group’s
perspective, history,
culture, current social
agenda, and issues of
particular concern.
Demonstrates little
understanding of the
purpose of the presentation.
Omits essential aspects of
the cultural group’s history,
perspective, culture, current
social agenda, and issues of
particular concern.
Presentation
Skills
Demonstrates creativity,
enthusiasm, poise and
excellent presentation
skills. Mastery of
speaking skills, style,
grammar. Excellent use
of visuals.
Demonstrates creativity,
enthusiasm, effective
presentation skills.
Mastery of grammar and
style. Competent speaking
skills.
Lacks enthusiasm or is
hesitant. Presentation skills
are weak and interfere with
quality of presentation.
Errors in grammar or poor
speaking skills detract from
presentation.
Response to
Audience
Maintains connection
with audience, maintains
eye contact. Reacts
positively to questions
and comments.
Shows awareness of the
audience, sometimes
ma kes eye contact. Reacts
positively to questions and
comments.
Shows little awareness of
the audience, avoids eye
contact, reacts indifferently
or negatively to questions
and comments.
Cultural
Awareness
Demonstrates high level
of sensitivity. Explains
and/or avoids apparent
distortion and
stereotyping.
Demonstrates sensitivity.
Avoids distortion and
stereotyping
Fails to avoid or
acknowledge bias,
stereotyping and distortion.
Organization Presentation is very well
organized. Clear
evidence of planning
Presentation is well
organized. Some evidence
of planning.
Presentation is
disorganized. No evidence
of planning.
Topic: ____________________________________ Name(s): _______________________________________
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Grading Policies:
The final grade for this course will be based on the instructor’s evaluation of students’
achievement and progress in the aforementioned five categories. Each will be rated according to
a rubric indicating the following rating scale:
4 = Work meets all basic requirements; demonstrates attention to course
materials, activities, and performance criteria at an exemplary level.
3 = Work meets all basic requirements; demonstrates attention to course
materials, activities, and performance criteria at a basic level.
2 = Work partially meets basic requirements and performance criteria..
1 = Work meets basic requirements and performance criteria at a
minimal level.
0 = Work does not meet basic requirements or performance criteria.
The student performance ratings for each assignment/requirement will be averaged, and the final
grade will be assessed according to the following four-point grade scale:
3.4 - 4.0 = A
2.6 - 3.3 = B
1.6 - 2.5 = C
1.1 - 1.5 = D
0 - 1.0 = F
NOTE:
Please be aware that the quality of communication skills demonstrated in both written and
oral work will be taken into consideration during grading. Close attention to the scholarly
use of grammar, spelling, clarity, organization, style, fluency, and enthusiasm is advised in
order to avoid an adverse effect on grades given for assignments.
Assignments that are overdue will be subject to a grade reduction. Timely and well
presented work is a hallmark of a professional approach to teaching and the acquisition of
knowledge.
Plagiarism/Cheating Statement: Students are expected to adhere to the highest standards of
academic honesty as outlined in the USM Student Handbook. Any information that is copied from
another source must be noted as such in student materials. Page number or Internet reference must
appear in the text ad full bibliographic references must appear in the reference section of the
paper/assignment. Sources must be in quotes, and include author(s), year of publication or other
reference notes as required by the college department format (e.g. APA, Chicago). Other forms of
academic dishonesty include, but are not limited to buying papers, copying paragraphs/pages of
text/whole papers off the Internet, copying another student’s answers, etc. Academic dishonesty will
result in the grade of a “0” on the assignment and/or in the course and/or the student may be reported
to the Vice President for Academic Affairs for further action.
ADA Syllabus Statement
If a student has a disability that qualifies under the American with Disabilities Act (ADA) and requires
accommodations, he/she should contact the Office for Disability Accommodations (ODA) for information
on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric,
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physical disabilities, or chronic health disorders. Students can contact ODA if they are not certain
whether a medical condition/disability qualifies.
FOUNDATIONS OF MULTICULTURAL EDUCATION
Date Topics Assignments
Week 1
Introductions; overview of course Study: Personal culture; learning styles;
multiple intelligence; mediation style
Week 2
Self study; definition of terms and concepts Ch. 1 in class text: Culture, Pluralism,
and Equality
Interview a person from another cultural
group or participate in another group’s
event.
Week 3 .Issues of social class/ SES and education. Ch. 2: Class
Week 4
Ethnicity and educational outcomes Ch. 3: Ethnicity and Race
Due: Journal entry for class
Week 5
The effect of gender on culture and education Ch. 4: Gender
Due: Journal entry for ethnicity and race
Week 6
The cultural and educational effects of physical
and intellectual diversity
Ch. 5: Exceptionalities
Journal entry for gender
Week 7
The influence of religion on our lives and
schools
Ch. 6: Religion
Due: Journal entry for exceptionalities
Week 8 Midterm assessment
Week 9
Language diversity and how it can affect
education and policy
Ch. 7: Language
Due: Journal entry for religion
Week 10 Language diversity cont
Week 11
The cultural effects of age and its implications
for teachers
Ch. 8: Age
Due: Journal entry for language diversity
Week 12
How teachers can promote educational equity
and cross cultural understanding
Ch. 9: Education That is Multicultural
Due: Journal entry for age
Week 13
Cooperative learning strategies
Anti-bias education and prejudice reduction
Read culturally responsive teaching
information
Due: Journal entry on culturally relevant
education
Week 14
Curriculum reform
Text book and materials evaluation strategies
Presentations
Read handouts on integration of cultural
content and curriculum reform
Week 15 Presentations DUE: Beliefs/Philosophy Paper
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Date Topics Assignments
Week 1
Introductions; overview of course Study: Personal culture; learning styles;
multiple intelligence; mediation style
Week 2
Self study; definition of terms and concepts Ch. 1 in class text: Culture, Pluralism,
and Equality
Interview a person from another cultural
group or participate in another group’s
event.
Week 3 .Issues of social class/ SES and education. Ch. 2: Class
Week 4
Ethnicity and educational outcomes Ch. 3: Ethnicity and Race
Due: Journal entry for class
Week 5
The effect of gender on culture and education Ch. 4: Gender
Due: Journal entry for ethnicity and race
Week 6
The cultural and educational effects of physical
and intellectual diversity
Ch. 5: Exceptionalities
Journal entry for gender
Week 7
The influence of religion on our lives and
schools
Ch. 6: Religion
Due: Journal entry for exceptionalities
Week 8 Midterm assessment
Week 9
Language diversity and how it can affect
education and policy
Ch. 7: Language
Due: Journal entry for religion
Week 10 Language diversity cont
Week 11
The cultural effects of age and its implications
for teachers
Ch. 8: Age
Due: Journal entry for language diversity
Week 12
How teachers can promote educational equity
and cross cultural understanding
Ch. 9: Education That is Multicultural
Due: Journal entry for age
Week 13
Cooperative learning strategies
Anti-bias education and prejudice reduction
Read culturally responsive teaching
information
Due: Journal entry on culturally relevant
education
Week 14
Curriculum reform
Text book and materials evaluation strategies
Presentations
Read handouts on integration of cultural
content and curriculum reform
Week 15 Presentations DUE: Beliefs/Philosophy Paper