ST. PETERSBURG COLLEGE COLLEGE OF EDUCATION

"Preparing students to serve as effective, reflective and caring teachers."

Teaching Diverse Populations EDF 2085 Course Syllabus

Course Description

Required Textbook

Major

Learning Course

Objectives

Course Requirements

and Expectations

Attendance

Dropping the Course

Grading Modules

Online

Quizzes

Discussions

Written

Assignments

Field Experience

Topical

Outline

Technical Literacy

Requirements and Help

College of

Education

SPC Administration

Notes

This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.

Instructor Information See additional instructor information folder under the content tab/contact information.

Course Prefix:

Section #:

EDF 2085

5355

Credit Hours: 3

Co-requisites: None

Pre-requisites: None

Day, Time and

Campus:

Online

Modality: Online

Professor: Ann-Marie W. Greenlee

Office Hours: http://www.spcollege.edu/instructors/id/greenlee.annmarie

Office Location:

CL NM111

Office Phone: 727-341-4317

Email Address: greenlee.annmarie@spcollege.edu

ACADEMIC DEPARTMENT: College of Education

Dean: Kimberly Hartman, Ph.D

Office Location & Number: Tarpon Springs BB 101

I. Course Description

This course is designed to introduce prospective teachers to the issues involved in a multicultural approach for American educational systems. It reviews the significance of multicultural worldviews and examines changing demographic patterns which affect school populations, diverse perspectives which impact teaching and learning in educational systems, and effective instructional strategies for working with diverse student populations. 47 contact hours plus an additional 15 hours participation in a variety of multicultural experiences are required.

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II. Major Learning Objectives

1. The student will demonstrate knowledge of the basic concepts and terms related to diversity and multicultural

education.

2. The student will demonstrate knowledge of American immigration patterns/demographic trends and their implications for multicultural education.

3. The student will demonstrate knowledge of the essential elements of culture and how culture is reflected in the

classroom.

4. The student will demonstrate knowledge of the nature of discrimination, prejudice, racism, sexism, and how they

are manifested within school systems.

5.

The student will demonstrate knowledge of appropriate multicultural classroom literature and practices.

Course Objectives Stated in Performance Terms:

1. The student will demonstrate knowledge of the basic concepts and terms related to diversity and multicultural

education by:

a. defining critical terms and concepts including: culture; race; diversity; multicultural education; pluralism; monism; discrimination; stereotype; bias; ethnicity; prejudice; affirmative action; gender bias; handicapped;

disability/ability groupings; varying exceptionalities; minority/majority groups; bilingual education; equal educational opportunity; racism; sexism; religious persecution; culture bias; and institutional racism.

2. The student will demonstrate knowledge of American immigration patterns/demographic trends and their

.

implications for multicultural education by:

a. describing the culture, world view, and geographic dispersion of the earliest immigrants from Asia.

b. describing immigration patterns of European Americans (e.g., English, Scots, Irish, Spaniards, French, Portuguese, Italians, Greeks, Scandinavians, Eastern Europeans) groups and non-European American groups

(e.g., Hispanics, African Americans, Pacific Islanders, Asian American, Caribbean Islanders, Middle Easterners).

c.describing the relocation, political relationship, and educational policies for native American populations by the

various governmental agencies.

d.examining current U.S. Bureau of Census immigration data.

e. examining current school district's demographic data.

3. The student will demonstrate knowledge of the essential elements of culture and how culture is reflected in the

classroom by:

a. discussing the dimensions of culture and how the cultural lens provides a framework to assign value and

meaning for group members.

b. identifying categories of cultural diversity found in classrooms such as ethnicity/religion, nationality, race, language, social class, gender, exceptionality.

c. describing the impact of cultural issues in the educational environment related to learning styles,

communication styles, teacher attitudes, community attitudes, linguistic diversity and bilingual models.

4. The student will demonstrate knowledge of the nature of discrimination, prejudice, racism, sexism, and how

they are manifested within school systems by:

a. describing how school practices are reflections of the societal view regarding prejudice, racism, sexism and discrimination.

b. discussing disparate school practices and policies including segregation, testing and IQ, gender bias, tracking, academic achievement expectations, disciplinary policies and discrimination based on exceptionality.

5. The student will demonstrate knowledge of appropriate multicultural classroom practices by:

a. identifying classrooms strategies and practices that support multicultural teaching and learning.

b. evaluating currently available instructional and support materials.

c. developing and presenting a multicultural unit to students in a small group setting.

d. engaging in and evaluating field experience.

Criteria Performance Standard:

Upon successful completion of the course the student will, with a minimum of 70% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course

instructors.

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III. Required textbook, Resources and Materials

1. Required Textbooks

Textbook(s) Required: None – Material will be presented online in the

'MyCourses' platform. All of the course content is in lesson lessons in each module folder and in links to the

Internet, videos linked from the lesson and activities located in the lessons. Here is a tutorial on how to use

the lessons.

2. Supplemental Material

Resources: Internet Access

Materials: Student will need access to a scanner to submit field experience records.

Library: http://www.spcollege.edu/libraries/

3. Technology

Technology is an essential tool for receiving and developing

instruction. Students are expected to reference 'mycourses'

continuously to assure all current content for class has been accessed. All work must be submitted in a format compatible with Microsoft Word

(e.g.: .doc, .docx, .rtf)

All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)

4. Supplies

Student will need access to a scanner to submit field experience records.

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IV. Course Requirements and Expectations

1. Field Experience/School Based Hours Course Requirements This course requires 15 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships. All information for school-based field experience hours is located in the Field Experience Module. The Office of School Partnership will set up your field experience placement. You must be fingerprinted by the school district where you will be completing your 15 classroom observation hours. Each school district has its own fingerprinting policy and procedures that must be followed exactly for you to be placed in a school. There is a fee for fingerprinting for which the student is responsible (usually around $65 - $70) and you must initiate the process during the first 10 days of the course. Each element of the field experience process is explained in detail in the Field Experience Module. Note: If a placement site reports or asks to discontinue a placement due to a significant performance or dispositional concern, this could result in the College of Education requiring the student to withdraw from the course, or take a WF or failing grade if past the last day to withdraw without academic penalty.

The following dates must be met for the Field Experience Module:

Friday, September 25 – Placement Application deadline for field experience with College of Education Office of School Partnership, payment and scheduling of fingerprinting and disclosure form due

Monday, October 26 – Set-up sheets due to instructor

Monday, November 23 – Signature sheets and Journals due

*20 bonus points will be awarded if the journal and signature sheet are turned in 2 weeks or more before the posted deadline*.

*10 bonus points will be awarded if the journal and signature sheet are turned in 1 weeks or more before the posted deadline*.

IMPORTANT NOTE: If for any reason you do not think you can meet these deadlines, or feel that you will not pass the fingerprint screening for placement in a classroom, please withdraw from this class, and complete the fingerprint screening this semester and enroll in the class next term. Tuition will not be refunded after the official refund date for the semester. College of Education Disclosure Pursuant to SPC Board Rule 6H-23-4.72, criminal background checks must be conducted on all teacher candidates prior to beginning their school based experiences. Students are required to submit fingerprints and consent to a local, state, and national background check and pay the associated fee as determined by the local school district. The school district conducting the background check will receive information on all records, including juvenile, that have been sealed, expunged, or where adjudication was withheld.Passing a federal criminal background check is a requirement for teacher certification and school-related employment.SPC Board Rules require all students to complete the Student Disclosure of Background Information each semester they enroll in courses with school-based hours, also students are required to report any changes to their Student Disclosure of Background Information within 48 hours of the event. Florida Law requires that all criminal arrests and convictions(*) must be reported, even if you have been told by a judge or attorney that you do not have to report your record because it was sealed, expunged or occurred when you were a minor.

Failure to disclose anything on this form that may be revealed through a criminal background check is grounds for dismissal from the College of Education and/or St. Petersburg College.

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2. Required Assessments This course has 12 modules; which consist of various parts to each module that consists of a combination of written assignments, quizzes and discussions. (See individual assignments under ‘Topical Outline’ for specific breakdown of points.)

a. Field experience observation hours (15) are required to pass this course. (See Field Experience Module for more information). A journal evaluating the multi-cultural aspects observed in the classroom is a required component of the field experience.

b. Quizzes demonstrating knowledge of basic concepts related to diversity. c. Immigration Assignment

Review of literature and the U.S. Census Bureau for immigration patterns of European Americans (e.g., English, Scots, Irish, Spaniards, French, Portuguese, Italians, Greeks, Scandinavians, Eastern Europeans) groups and non-European American groups (e.g., Hispanics, African Americans, Pacific Islanders, Asian American, Caribbean Islanders, Middle Easterners). Determine why different groups immigrated to US inclusive of dates and number of immigrants, the implications on the educational system and the effects on multicultural education.

Name and determine 3 local school district’s demographic data. Provide suggestions for a classroom that details a demographic group

with its assimilation in the U.S. d. In-depth discussion on essential elements of cultural diversity and how the

classroom is a microcosm of society. Analyze the impact of these elements on learning styles, communication styles, teacher attitudes, community attitudes, linguistic diversity and bilingual models.

e. Scenarios depicting multi-cultural situations that may occur in a school setting (racism, prejudice, sexism discrimination)

Identify classroom strategies which support multi-cultural teaching. Locate and evaluate instructional and support materials. Discuss disparate school practices and policies on segregation, testing,

gender bias, tracking, academic achievement expectations, disciplinary policies and discrimination based upon exceptionality.

f. Multi-Cultural Unit and Lesson Plan Unit and lesson must incorporate and emphasize diversity as a core

principle. Lesson must convey strong messages about discrimination, gender

bias, multi-culture or stereotypes. Unit plan must be at least three days with one lesson plan fully

developed. Presentation of lesson to a small group. Evaluation of fellow student's lesson

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3. Attendance

Regular class participation is required and essential for the successful completion of this course. Your attendance in this class will be monitored by your

work activity in the classroom for face-to-face courses and in the 'mycourses' platform for online courses.

Online - If you do not post a discussion, complete the focus questions AND complete a quiz, you will be marked absent for that module. If you miss two or more modules, you will be administratively removed from the class after the 60% mark of the semester. If you are not going to be able to log in to the course for one module or more, you need to notify the instructor. Students will be considered not in compliance with the attendance policy for this course if they have more than two absences during the semester.

Face-to-face - If you are not present in a class session, you will be counted as absent. If you miss two or more classes, you will be administratively removed from the class after the 60% mark of the semester. Three tardies will add up to one absence.

ATTENDANCE POLICY: Instructors will verify that students are in attendance at least once each week during the first two weeks of class. Students classified as “No Show” for both of the first two weeks will be administratively withdrawn. Immediately following the 60% point of the term, each instructor will verify which students are actively participating in class as defined in the course syllabus. Students classified as not meeting the criteria for active class participation will be administratively withdrawn with a “WF”. Students will be able to withdraw themselves at any time during the term. However, requests submitted after the 60% deadline will result in a “WF”. Students and instructors will automatically receive an e-mail notification to their SPC email whenever a withdrawal occurs.

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4. Dropping the Course

It is the responsibility of the student wishing to withdraw from the course to do so by the withdrawal date. Any student wishing to withdraw from the course must do so his or herself online in the MYSPC registration area found at http://www.spcollege.edu/ as well as contact the instructor. All students registered in the course after the withdrawal date will receive a grade as outlined in this syllabus. Students who abandon the course or do not withdraw themselves by the withdrawal date are subject to receive a grade of F. By SPC Policy (enacted February 2005), student cannot withdraw from a course after the withdrawal deadline. If this is your third time taking the course, you cannot withdraw from the course. (State of Florida regulation)

5. Modules

Each module includes a combination of quizzes, assessments on articles and/or written assignments. (See individual assignments for specific breakdown of points.)

You are allowed one submission of the quiz and written assignments.

Two groups of discussion scenarios worth 50 points (100 total) culminate the first half of the semester and the second half of the semester. The discussions should demonstrate your full understand of the material after it has been disseminated and assessed in each module.

Students should follow the due dates on the Calendar. *The due time is before 12:00 PM (Noon) on the due date.* Some earlier deadline times are noted for certain assignments. These will be noted in the news area of the course and on the associated assignments.

Work should reflect the quality and integrity of college level work.

Failure to successfully submit a part of an assignment by the due date and time will result in a 0 for that part of the module.

Students who turn in work that is not their own or does not follow the college's academic honesty policy will receive a zero for that assignment or will fail the course and are subject to further disciplinary action.

Assignments and activities are subject to change at the instructor’s discretion. Pay attention to the 'news' area of this course when you first log in.

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6. Grading

a. Assignment Weights

Assessments Percentage of

Grade Points

Written Assignments/Article Comprehension

43% 260

Classroom Discussions 15% 105

Tests/Quizzes 34% 225

Field Experience 8% 50

Total Points 100% 650

b. Grading Scale

A 585-650 and completes "Start Here" module and all parts of the Field Experience requirements

B 520-584 and completes "Start Here" module and all parts of the Field Experience requirements

C 455-519 and completes "Start Here" module and all parts of the Field Experience requirements

D 390-454 and completes "Start Here" module and all parts of the Field Experience requirements

F 389 & below or fails to complete "Start Here" module or all parts of the Field Experience requirements

The quiz is the ONLY part that is automatically graded upon submission. Please allow sufficient time for the instructor to grade the discussion posting and other written work. Every effort will be made to grade them by two days after the due date. Please e-mail the instructor within 'mycourses' no later than 1 week after the due date if you have a question about your grade. * Plan for emergencies, work well ahead of the deadlines and complete high quality work so extra credit won’t be necessary.

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c. Online Quizzes

Students have two hours to complete each open note/open lesson quiz of 20 multiple choice questions worth 20 points.

Once you click on the quiz the timer begins. You cannot save and go back to finish it later.

The quiz will cover material in the lessons, links and linked videos. Read the contents of the lesson first to be able to access the information in the allotted time. You need to use the material and statistics provided in the lesson for the answers and not rely on other sources of information found on the Internet.

Once you submit the quiz, it will be automatically graded. You may go to the reports tab to see your score. (The "Start Here" quiz requires 100% for the entire course to open for your viewing).

*You may view your results and the correct answers for each quiz during a window of 48 hours after the end time to take a specific quiz. This will be the only time you may see the correct answers to the quizzes.*

You have one attempt at all quizzes except the "start here" quiz.

This course is points based. Each quiz question is worth 1 point.

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d. Discussion Postings

There Discussion Topics and or Scenarios worth a total of 105 points.

Online courses will do discussions on the discussion board in 'mycourses', so if you don't post and reply by the deadlines, you will *NOT* earn the points for the online discussions.

Face-to-face courses will conduct discussions in the classroom, so if you are absent or miss some of the class period, you will *NOT* earn some or all of the points for in-class discussions.

If you fail to use proper grammar, punctuation and spelling in the postings, points will be deducted. There is a spell check available to you in the discussion area.

You must follow the instructions for each discussion and be thorough to receive full credit.

Please be respectful of others' opinions. Remember, you are training to be an education professional!

Complete the postings and replies as requested for each module. The points will be divided up depending on how many postings and replies are required for the module. Points will be deducted if you fail to:

o follow the instructions o don't add crucial information o use enough detail in supporting your remarks o make a replies and rebuttals

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The following two tables apply to online courses only

Original Posting Matrix for Points

Details Points

Posting follows

directions for discussion

+1 to +2

Posting contains

crucial information to

support statement

+1 to +2

Posting cohesively and

thoroughly states

the point

+1 to +2

Total Possible

Points 6

No original

posting 0

Reply Posting Matrix for Points

Details Points

Posting follows

directions for discussion

+1 to +2

Posting contains crucial

information to

support statement

+1 to +2

Total Possible Points

4

No reply posting

0

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e. Written Assignments

Papers are to be electronically processed and submitted in the 'mycourses' environment. Since prospective teachers will eventually serve as role models for their own students, written work will be evaluated on the basis of the common rubric used in the College of Education which assesses proper grammar, spelling and usage, content, etc. Written assignments are due by the date specified by the instructor on the calendar. All UCC assignments need to be completed satisfactorily in order to pass the

class. Additionally, up to 20% could be deducted from this assignment as a result of presentation, conventions (e.g., grammar, APA formatting) and support documentation, as described in the course

instructor's assignment directions."

Written assignments/article comprehension quizzes are worth 20 points.

All written assignments submitted through the MyCourses either as a dropbox or quiz.

If you fail to use complete sentences with correct grammar and spelling, points will be deducted.

Assignments will be graded for content, insight, thought, thoroughness, grammar and spelling.

You may turn in one submission of the assignment (there are no do-overs).

It is the student's responsibility to read the instructor's comments after an assignment has been graded. If you lose points on the written assignments, the instructor comments will explain the reason in the reports feedback.

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f. Field Experience

Students who do not complete ALL parts of the field experience (see below) will NOT pass this course. (see the "Field Experience " module located) This includes:

Field Experience Set-up Sheet

Completing the 15 Field Experience hours

Field Experience Journal meeting all requirements

Teacher Signature Sheet

Scoring for Field Experience is as follows:

Field

Experience Component

Completed

by Deadline

Completed

After Deadline

Set-up Sheet

10 points 0 points

Signature Sheet

10 points 0 points

Journal 30 points 0 points

*20 bonus points will be awarded if the journal and signature sheet are turned in 2 weeks or more before the posted deadline*.

*10 bonus points will be awarded if the journal and signature sheet are turned in 1 weeks or more before the posted deadline*.

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V. Topical Outline

o Students should follow the Course Calendar for due dates. All of the due dates for each of the modules and field experience components are listed there. Each assignment is due before 12:00 PM (Noon) on the due date with the exception of the positive behavior support (PBS) plan for module 7 and the lesson plan for module 12. These will be due the night before so students may view and critique each others' work. Modules should reflect the quality and integrity of college level work.

o Only one submission of each quiz and written assignment is allowed. o A student who does not submit a part of a module by the due date will receive a 0 for the

un-submitted part(s). No work will be accepted after the deadline for the assignment.

o Failure to successfully submit a part of an assignment by the due date and time will result in a 0 for that part.

o Students who turn in work that is not their own or does not follow the college's academic honesty policy will receive a zero for the assignment and possibly for the course.

o Pay attention to the 'news' area on the homepage of this course when you first log in for class announcements.

Module Topic Points Running Total Points

Start Here Syllabus quiz and Introduction

Posting 10 10

1

Diversity in the Classroom

Diversity Resources Written Assignment Diversity in the Classroom Quiz

20 20

50

2

Immigrants, Language and Racial

Diversity Immigration Patterns and School

Demographics Assignment

Immigrants, Language and Racial Diversity Quiz

20

20

90

3

Gender and Sexual Diversity

Trouble with Boys Video and Quiz

Gender and Sexual Diversity Quiz

20

20

130

4

Religious Diversity

Pledge of Allegiance Class Debate Religious Diversity Quiz

20

20

170

5

Socioeconomic Diversity Article Assignment and Teaching

Strategies Socioeconomic Diversity Quiz

20

20

210

Discussions Modules 1 -5 Discussions 50 260

6

Learning Differences

Differentiated Learning Assignment Learning Differences Quiz

20 20

300

7

Developmental Delays and

Behavior Diversity Positive Behavior Support Plan and

Evaluation Developmental Delays and Behavior

Diversity Quiz

20

20

340

8

Physical and Health Diversity

Accommodations Exploration Quiz Physical and Health Diversity Quiz

20

20

380

9

Sensory and Communication Diversity

Blindfold Assignment Sensory and Communication Diversity

Quiz

20 20

420

10 Family Issues in the Classroom Child Abuse/Neglect Assignment

Family Issues in the Classroom Quiz

20

20

460

11

Diversity Laws

Article on Educational Rights/Diversity Issue Assignment

Diversity Laws Quiz

20

20

500

Discussions Modules 6 - 10 Discussions 50 550

Field Experience

School-based Observation

hours Set-up Sheet, Signature Sheet and Journal*

50 500

12

Making a Difference

Lesson Plan and Unit Plan on discrimination, gender bias, multi-

culture or stereotypes

50 650

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Technical Literacy Requirements and Help

Students of must feel comfortable performing the following tasks on the computer:

launching and closing various applications (i.e., MS Word, Internet Explorer)

downloading and saving files to folders created on the hard drive or disk

sending, receiving, and opening attachments

using the Internet to locate and save information

Some tutorials are available to assist you in the getting started folder under the content tab. Learning is not a spectator sport. You are required to think and work in an independent and scholarly manner during this course. You are responsible for your learning experience.

You must have regular access to a computer that is connected to the Internet.

Go to http://www.spcollege.edu/ecampus/help/technical/index.htm to find specific browser and software information.

In order to complete course modules, Microsoft Office 97 or higher is required. If you do not have access to the Microsoft Word, you should go to one of the college's learning labs where Microsoft Word is installed. Do not send files in other formats such as WordPerfect (.wps or .odt)

You will need Flash Player to view the videos. If you cannot view the videos, go to http://www.macromedia.com/shockwave/download/download.cgi?P1_Prod_Version=ShockwaveFlash to download the free player.

If you have a "pop-up blocker" of any sort on your computer, you will need to disable it in order to view quizzes.

If you are experiencing technical challenges in the course, first review the information, resources, and FAQ at http://www.spcollege.edu/ecampus/help/index.shtml

Help Desk Hours - Subject to change Daily - 7 A.M. to Midnight Email:onlinehelp@spcollege.edu Phone: (727) 341-4357 (727) 341-HELP

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VI. Syllabus Statements Common to all College of Education Syllabi

UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.

FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4 (Target) is

required for final internship in order to successfully pass the course.

If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a

grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences. Teacher candidates must upload into LiveText all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted by

For courses with lesson planning: Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited

with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.

SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI

COE SYLLABUS STATEMENTS https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing

SPC Syllabus Statements http://www.spcollege.edu/addendum/index.php

Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.

If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and syllabus addendum.

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SPC Administration Notes

IMPORTANT ADDITIONAL COLLEGE POLICY CAN BE FOUND USING THE FOLLOWING LINK: http://www.spcollege.edu/webcentral/policies.htm

In the event that a hurricane or other disaster causes closure of St. Petersburg College facilities, you may be provided the opportunity to complete your course work fully online. Following the event, please visit the college web site for an announcement of the College’s plan to resume operations.

Log in to MyCourses to confirm that you have access, reporting any difficulty to the SPC Student Technical Support Center at 727 341-4357 or via email at Onlinehelp@spcollege.edu

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