HomeMy WebLinkAboutEDU-110 1
Bergen Community College
Division of Business and Social Sciences
Department of Education
Course Syllabus
EDU110 Foundations of Multicultural Education
Semester/Year: Fall 2025
Section Number: EDU110-
Meeting Times:
Location:
Instructor:
Office Location:
Phone:
Email:
Office Hours:
Department Secretary:
Office:
Email:
Course Description:
This course fosters the development of knowledge, skills and attitudes required for teaching
students from diverse cultural and linguistic backgrounds. Students will examine concepts
presented in social science courses, such as race, racism, world geography, sociology,
anthropology, economics, and political science. Students will engage in activities related to
families, schools and communities of diverse student populations. Students will
examine education, language and culture, social class and values, racism, and emergent
educational issues.
Credits: 3 credits (Lecture)
Pre-requisites: None
Co-requisites: None
Student Learning Outcomes: As a result of meeting the requirements in this course, students
will be able to:
Student Learning Outcomes: Means of Assessment:
1. Identify and describe general
categories of diversity
Discussions, written assignments
2. Demonstrate awareness of, and
sensitivity to, the social issues
associated with cultural
Discussions, written assignments, video
responses
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diversity
3. Identify and understands the
educational implications of
cultural and linguistic diversity
Written assignments, discussions, presentations,
video responses, philosophy paper
4. Explain the relationship between
cultural influences and the
emergence of value systems
Written assignments, discussions
5. Explain and describe the
purposes and goals of
multicultural education
Discussions, written assignments,
philosophy paper
6. Demonstrate the understanding and knowledge
needed to promote cross cultural
understanding and educational equity in the
classroom
Research paper, philosophy paper, video
responses
7. Demonstrate the knowledge and skills to
modify curriculum and adapt instructional
strategies to meet the diverse needs of the
students
Written essays, discussions
8. Demonstrate knowledge about anti-bias
education, prejudice reduction strategies, and
conflict resolution
Written essays, discussions, philosophy paper
9. Demonstrate the appropriate attitudes
necessary to become successful teachers in our
diverse society.
Written essays, discussions, philosophy paper
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 race, racism, 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.
Research, Writing, and/or Examination Requirement(s):
Assessment criteria-
1. Attendance, Participation in class, all learning activities, completion of all reading
assignments, and overall professionalism. Attendance, lack of preparation and/or
willingness to participate in 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
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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 race/cultural group study Students will work in cooperative groups
to investigate and research a relevant religious, race, 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,
with attention to race and racism. 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
A final exam will be administered. Emailed Assignments will not be accepted.
COURSE TEXT: Gollnick, D.M., & Chinn, P.C. (2024). Multicultural education in a pluralistic
society. (12th ed.). N.J.: Merrill/ Prentice Hall.
Course Grade Determination:
Response Journals (5) 15 points
Tests/Assignments 10 points
Research Paper 20 points
Presentations 25 points
Philosophy Paper 20 points
Attendance 10 points
Total Possible Points 100 points
Grading Scale:
A 90-100
B+ 85-89
B 80-84
C+ 75-79
C 70-74
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D 60-69
F below 60
Class Conduct: As this is a professional studies course, it is expected that students will
demonstrate characteristics and behaviors expected in a postsecondary classroom. Respectful,
collegial, and professional relationships between peers and with the instructor is expected.
Punctuality and Late Assignments: Timely participation in discussions and class activities are
expected as these activities are interactive, cumulative, and require collaboration. Each student is
held responsible for all material presented.
Assignments are expected by the stated due date, with points deducted for lateness, as per the
instructor’s stated policy.
Attendance Policy:
All students are expected to attend every scheduled meeting of the course. Attendance will be
kept by the instructor for administrative and counseling purposes. For face-to-face class
meetings, punctuality is expected. Repetitive lateness and/or absence from class will impact your
participation grade. For online courses, attendance is taken via weekly participation in
discussions/assignments.
Minimum Required Technology Skills: Students’ ability to upload documents and
presentations and participate in discussions on the online learning platform are required
technological skills. For support with any technological questions or issues, please reach out to
the following resources:
● The Help Desk: When you realize you have an issue with technology, contact them by
telephone: 201-447-7109, or by email: helpdesk@bergen.edu
● The Tutoring Center: tutoring@bergen.edu Tutors are available to help you improve your
written and presentation assignments. Tutors can also assist you with American
Psychological Association (APA) formatting, which is expected in all writing
assignments for Education courses. Examples of APA formatting are: Times New Roman
font, size 12, double-spaced, in-text citations, reference page, and upper right hand page
numbers. Headings, running heads, and abstracts are encouraged.
Other College, Divisional, and/or Departmental Policy Statements:
Plagiarism and Academic Policies: Academic Matters - Bergen Community College - Acalog
ACMS™
AI-Generated Policy:
In addition to the College’s guidelines on plagiarism and academic dishonesty, academic
dishonesty is also any written work that was technologically created without proper citation, such
as content created by Artificial Intelligence (AI). Submitting AI-generated content, without
providing a citation for where the content was located, is plagiarism.
If a student uses AI-generated writing, they must paraphrase the content and provide a citation to
identify the source of where the content originated. Use and inclusion of AI-generated content in
students’ work means each student is accountable for verifying that the Artificial Intelligence
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outputs are accurate. Please consult your course instructor to ensure they will accept AI-
generated text for specific assignments. Here is the link to APA guidelines on the
topic: https://apastyle.apa.org/blog/how-to-cite-chatgpt Some examples: For in-text AI
citation/parenthetical citations: (OpenAI, personal communication, January 16, 2023) or
(ChatGPT, personal communication, 2023). Do not include reference to AI-generated text on the
Reference Page. Since APA recommends that text generated from AI be formatted as “Personal
Communication.” As such, it receives an in-text citation but not an entry on the References list.
ADA statement:
Disability Services (Office of Specialized Services) | Bergen Community College
Sexual Harassment statement:
HR-003-001.2018-Policy-Prohibiting-Sexual-Harassment.pdf (bergen.edu)
Statement on acceptable use of BCC technology:
Acceptable-Use-Policy.pdf (bergen.edu)
Any student who feels that he or she may need an accommodation because of a disability
(learning disability, attention deficit disorder, psychological, physical, etc.), please make an
appointment with the Office of Specialized Services. You can reach them in room L115 in the
Pitkin Building, by calling 201-612-5269, or via email ossinfo@bergen.edu.
Office Hours:
All students are welcome to visit the instructor during their posted office hours, but if this is not
possible due to scheduling conflicts, the instructor will arrange for a time to meet which is
mutually convenient for both student and instructor. The faculty office hours are valuable
because they provide a setting for the instructor and student to interact on a one-to-one basis to
focus on specific individualized concerns.
Student and Faculty Support Services:
Bergen Community College provides exemplary support to its students and offers a broad variety
of opportunities and services. A comprehensive array of student support services including
advising, tutoring, academic coaching, and more are available online at
https://bergen.edu/currentstudents/.
Sidney Silverman Library Online Resources: Guides BY SUBJECT - LibGuides at Bergen Community College
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General Search and Databases: Library | Bergen Community College
Academic Advising Center [Pitkin Education Center, Room A-122; (201) 612-5480,
aadvising@bergen.edu
Center for Student Success-Transfer and Career [Pitkin Education Center, Room A-118,
doconnor@bergen.edu
Child Development Center [Ender Hall]: jblundo@bergen.edu
Office of Specialized Services [Pitkin Education Center, L-115; (201) 612-5270, oss@bergen.edu
Public Safety [Pitkin Education Center; Room L-154; (201) 447-9200
Accessibility Statement
Bergen Community College is committed to ensuring the full participation of all students in its
programs. If you have a documented disability (or think you may have a disability) and, as a
result, need a reasonable accommodation to participate in this class, complete course
requirements, or benefit from the College’s programs or services, contact the Office of Special
Services (OSS) as soon as possible at 201-612-5270 or www.bergen.edu/oss. To receive any
academic accommodation, you must be appropriately registered with OSS. The OSS works with
students confidentially and does not disclose any disability-related information without their
permission. The OSS serves as a clearinghouse on disability issues and works in partnership with
faculty and all other student service offices.
Tentative Course Outline and Calendar:
Date: Topic/Activity: Learning Outcomes: Assignments
Week 1
and 2
Foundations of
Multicultural
Education/
Cultural
Background
1. Examine the role that culture plays in the lives of
students and their families.
2. Consider whether cultural pluralism is a reasonable
and achievable goal in the classroom.
3. Prepare yourself to tackle the obstacles to social
justice to create a just and equal classroom
Discussion,
written
assignment
Chapter 1
Week 3
and 4
Ethnicity and
Race
.1. Identify patterns of immigration and immigration
policy and their impact on the education of children of
foreign-born families.
2. Define ethnicity and describe how educational
practices support or eliminate ethnic differences among
students.
3. Infer how the civil rights movement has impacted
education.
4. Evaluate the results of continuing racial and ethnic
discrimination on communities and students.
5. Develop strategies for affirming race and ethnicity in
Discussion,
written
assignment
Chapter 2
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the classroom.
Week 5
and 6
Class and
Socioeconomic
Status
1. Examine class structures and the factors that
contribute to the distinct class divisions.
2. Outline the five factors that contribute to an
individual’s or family’s socioeconomic status.
3. Analyze the interaction of socioeconomic status with
race, ethnicity, gender, and age differences and how these
factors contribute to inequality in society and schools.
4. Develop curriculum and instructional strategies that
positively incorporate the experiences and backgrounds of
low-income and working-class people into the educational
process with the goal of providing equal educational
opportunities for students regardless of the economic
status of their families.
Discussion,
written
assignment,
video
responses
Chapter 3
Week 6
and 7
Gender and
Sexual Orientation
1. Examine differences between males and females and
how these differences impact their schooling.
2. Analyze the importance of gender identification in
how people view themselves and are viewed by others.
3. Characterize the negative results of sexism and
gender discrimination
4. Evaluate strategies used by educators to provide
more equitable education for boys and girls.
Discussion,
written
assignment,
video
responses.
Research
Paper.
Chapter 4.
Week 8
and 9
Exceptionality 1. Explain what an exceptional student is.
2. Explain the significance of the 1954 Supreme Court
case Brown vs. the Board of Education, and how this case
impacts children with disabilities.
3. Discuss how Public Law 94-142, the Education for
All Handicapped Children Act of 1974, changed the face
of U.S. education forever. Explain what the provision
“free and appropriate education in the least restrictive
environment” means.
4. Explain how and why some exceptional groups form
their own disability cultural groups.
Discussion,
written
assignment
Chapter 5
Week 10
and 11
Language 1. Recognize why a French-speaking kindergarten
student in Los Angeles may be accorded higher status
and respect by teachers and in society than a Spanish-
speaking kindergarten student
2. Infer what is meant by “language is cultural” and
express how this meaning influences today’s classrooms.
3. Differentiate between “accents” and “dialects.”
4. Articulate the difference between contact and non-
contact cultures and how that impacts how teachers
differentiate instruction.
5. Distinguish between the role of first language (L1)
in second language (L2) acquisition and the ways
instructors can accommodate English language learners
Discussion,
written
assignment
Chapter 6
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and second language learners.
Week 11
and 12
Religion 1. Provide examples of how an educator will find
different religious settings in the various regions of the
country.
2. Discuss and provide examples of how religion is
important to a large percentage of Americans.
3. Provide some specific examples of how the religious
landscape of the United States has been changing in recent
years.
4. Contribute to a discussion on the basic beliefs and
focus of evangelical Christians and how they have
influenced the political process in the United States.
5. Examine how religious beliefs related to gender
roles can influence everyday expectations and attitudes
related to women and men in society.
6. Characterize the concept of separation of church
and state and how it impacts what can and cannot legally
take place in American schools.
Discussion,
written
assignment,
case studies
Chapter 7
Week 13 Ethnic and
Religious Group
Ethnic and Religious Group Presentation. Presentation
Week 14 Education that is
Multicultural
1. Understand the importance of placing students at the
center of teaching and learning by incorporating student
knowledge and voices in the dialogue of the classroom
and engaging them in the process of learning.
2. Recognize that a classroom climate can be
established to promote human rights and respect for the
cultures of students and their families.
3. Develop confidence that all students can learn as
demonstrated by holding high expectations for their
academic achievement and pushing them to develop their
potentials.
4. Acknowledge and build on the life histories and
experiences of students and their families through the use
of culturally responsive teaching.
5. Address inequity and power relationships in the
classroom to help students understand them and be able to
take action that supports equity.
6. Model social justice and equality in the classroom
by helping students think critically and by fostering
learning communities in which students work together to
promote learning.
Written
assignment,
case studies
Chapter 8
Week 15 Multicultural
Philosophy
Multicultural Philosophy Paper Multicultural
Philosophy
Paper
Week 15 Test Written Test All chapters-
Test