ST. PETERSBURG COLLEGE

COLLEGE OF EDUCATION

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

TEACHING DIVERSE POPULATION COURSE SYLLABUS

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

Course Prefix: / EDF 2085
Section #: / 2916
Credit Hours: / 3
Co-requisites: / None
Pre-requisites: / None
Day, Time and Campus: / Online
Modality: / Online - Weekly participation is required for attendance. Participation in this course is defined as posting to the discussion board or submitting an assignment.
Professor: / Jessica Curtis
Office Hours: / As posted
Office Location: / Clearwater / NM 133
Office Phone: / 727-791-5964
Email Address: / Email through MyCourses.

ACADEMIC DEPARTMENT: College of Education

Dean: / Kimberly Hartman, Ph.D.
Office Location & Number: / Tarpon Springs / BB 101

Welcome to a special course in which I hope will change your perspective in how you see the world around you.

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.

II.  MAJOR LEARNING OUTCOMES

The student will demonstrate knowledge of the basic concepts and terms related to diversity and multicultural education.
The student will demonstrate knowledge of American immigration patterns/demographic trends and their implications for multicultural education.
The student will demonstrate knowledge of the essential elements of culture and how culture is reflected in the classroom.
The student will demonstrate knowledge of the nature of discrimination, prejudice, racism, sexism, and how they are manifested within school systems.
The student will demonstrate knowledge of appropriate multicultural classroom literature and practices.
Course Objectives Stated in Performance Terms:
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.
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.
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.
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.
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.

III.  REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS

A.  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 atutorial on how to use the lessons.
Required: Young Adult Book on a diversity issue. May be fictional or non-fiction, but not a textbook.

Students using eBooks must have access to the eBooks during class sessions.

B.  Supplemental Material

Resources Internet Access
Materials Student will need access to a scanner to submit field experience records.
Library: / http://www.spcollege.edu/libraries/

C.  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. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
Studentsmust 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 external drive
·  sending, receiving, and opening attachments
·  using the Internet to locate and save information
Some tutorials are available to assist you in the getting startedfolder 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 responsiblefor your learning experience.
·  You must have regular access to a computer that is connected to the Internet.
·  Go tohttp://web.spcollege.edu/helpdesk/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 tohttp://www.macromedia.com/shockwave/download/download.cgi?P1_Prod_Version=ShockwaveFlash to downloadthe 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 and the technical support solutions site athttp://web.spcollege.edu/helpdesk/HowTo/
Help Desk Hours- Subject to change
Daily - 7 A.M. to Midnight
Email:
Phone: (727) 341-4357
(727) 341-HELP

D.  Supplies

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

IV.  COURSE REQUIREMENTS & EXPECTATIONS

A.  School Based Hours Course Requirements

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:
Applications and Disclosure online surveys due: Noon, January 20th
Set-up Sheets due: Noon, February 27th
Journals and Signature Sheets due: Noon, April 17th
*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 pointswill 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 DisclosurePursuant 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.
If you are enrolled in this class and want to start the Fingerprinting process before the semester starts, please contact Sherri Kent-Roberts,Office of School Partnership, for information on the correct process for fingerprinting.Starting this process early is encouraged only with her guidance.
Sherri Kent-Roberts

Liaison to Office of School Partnership
College of Education SP TE 109A
727-341-4659

B.  ALL Course Assignments and Requirements

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 aboutdiscrimination, gender bias,multi-cultureor 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

Attendance

·  Regular class participation isrequired and essentialfor 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 theyhave more than two absences during the semester.