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ST. PETERSBURG COLLEGECOLLEGE OF EDUCATIONThe mission of the Education Community is to prepare future educators who will promote lifelong learning and empower diverse communities.COURSE SYLLABUSTeaching Diverse Populations The syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.Course Prefix:EDF 2085Section #:1218Credit Hours:3Co-requisites:NonePre-requisites:NoneDay, Time and Campus:OnlineEnter TimeOnlineModality:Online - Weekly participation is required for attendance. Participation in this course is defined as posting to the discussion board or submitting an assignment.Professor:Dr. Wanda SantosOffice Hours:Refer to Faculty pageClick here to enter text.Office Location:Tarpon SpringsBB 114Office Phone:(727) 398-8287Email Address:santos.wanda@spcollege.edu ACADEMIC DEPARTMENT: College of EducationDean:Kimberly Hartman, Ph.D.Office Location & Number:Tarpon SpringsBB 101COURSE DESCRIPTIONThis course is designed to introduce individuals 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 and youth populations, diverse perspectives which impact 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. This may require some students to pay to be fingerprinted in order to complete the Level II security clearance. A student who has a criminal background precluding him or her from volunteering in a classroom may not be able to complete the field experience and may not receive credit for this course.MAJOR LEARNING OUTCOMESLearning Outcomes and Objectives: 1. The student will develop a macro understanding 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 examine 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 apply 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 analyze 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 examine 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. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALSRequired Textbooks Textbook(s)Required: NoneYoung 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.Supplemental MaterialResources Required:Internet AccessLibrary: Students?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 external drivesending, receiving, and opening attachmentsusing 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 and the Internet. Your reading material comes from an Internet source.Go 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. The college has a free version of MS Office 2016?for students to download. Here is a link to a tutorial on how to obtain it.? 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? 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 and the technical support solutions site at? Desk Hours?- Subject to changeDaily - 7 A.M. to MidnightEmail:onlinehelp@spcollege.eduPhone: (727) 341-4357? ? ? ? ? ? (727) 341-HELP COURSE REQUIREMENTS & EXPECTATIONSSchool Based Hours Course RequirementsThis course requires 15 hours of observation/participation in an appropriate setting as approved by the Office of School Partnerships. Due to the unprecedented school closures with COVID-19, this semester students will complete alternate assignments to satisfy the 15-hour requirement. This information is available in the Virtual “Field” Experience.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.ALL Course AssignmentsRequired AssessmentsThis 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.)Virtual “Field” Experience is required to pass this course. (See Virtual “Field” Experience Module for more information). Quizzes demonstrating knowledge of basic concepts related to diversity.Immigration AssignmentReview 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, and Eastern Europeans) groups and non-European American groups (e.g., Hispanics, African Americans, Pacific Islanders, Asian American, Caribbean Islanders, and 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.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.?Scenarios depicting multi-cultural situations that may occur in a school setting (racism, prejudice, sexism discrimination)?Identify classroom strategies that 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.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 lessonAttendanceRegular 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 for a once a week class or four or more for a twice a week class, 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 have attended class 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.Dropping the CourseIt 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? 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)ModulesEach 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.Module discussion scenarios demonstrate the knowledge base and understanding gained from the course material. The discussions should demonstrate your full understand of the material after it has been disseminated and will be assessed accordingly.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.F. Gradinga. Assignment WeightsAssessmentsPercentage of GradePointsWritten Assignments/Article Comprehension?41%270Classroom Discussions?17%110Tests/Quizzes?34%220Virtual “Field” Experience?8%50Total Points100%650b. Grading ScaleA585-650?and completes "Start Here" module and all parts of the Virtual “Field” Experience requirementsB520-584?and completes "Start Here" module and all parts of the Virtual “Field” Experience requirementsC?455-519?and completes "Start Here" module and all parts of the Virtual “Field” Experience requirementsD390-454?and completes "Start Here" module and all parts of the Virtual “Field” Experience requirementsF389?& below?or fails to?complete "Start Here" module or all parts of the Virtual “Field” Experience requirementsThe 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 will not be necessary.* c. Online QuizzesStudents 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.?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.?Here is a tutorial on how to access the quiz and review it.?? have one attempt at all quizzes except the "start here" quiz.d. DiscussionsOnline courses will conduct 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.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 plete 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:follow the instructionsdon't add crucial informationuse enough detail in supporting your remarksmake a replies and rebuttalsFace-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.You must follow the instructions and actively participate in each discussion to receive full credit.Please be respectful of others' opinions. Remember, you are training to be an education professional!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 based on 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/focus questions 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.The following section is for Upper Division College of Education students: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. 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 Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.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 SYLLABICOE SYLLABUS STATEMENTS Syllabus Statements 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 any syllabus addendum.CALENDAR AND TOPICAL OUTLINEStudents should follow the Course?Calendar?for due dates. All of the?due dates for each of the modules and virtual “field” experience components are listed there. Each assignment is due?before 12:00PM?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 analyze each other’s work. Modules should reflect the quality and integrity of?college level work.Only one?submission of each quiz and written assignment?is allowed.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.Failure to successfully submit a part of an assignment by the due date and time will result in a 0 for that part.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.Pay attention to the 'news'?area on the homepage of this course when?you first log in for class announcements.?ModuleTopicPointsAccumulative Points1Diversity in the ClassroomMinority/Stereotype DiscussionDiversity Resources Written AssignmentDiversity in the Classroom Quiz102020502Immigrants, Language and Racial DiversityImmigrant and culture discussionImmigration Patterns and School Demographics AssignmentImmigrants, Language and Racial Diversity Quiz?1020201003Gender and Sexual DiversityArticle Summaries/Gender and Sexual Bias DiscussionTrouble with Boys Video and QuizGender and Sexual Diversity Quiz?1020201504Religious DiversityReligious Holidays DiscussionPledge of Allegiance Class DebateReligious Diversity Quiz?1020202005Socioeconomic DiversityPygmalion Effect and Socioeconomic DiscussionArticle Assignment and Teaching StrategiesSocioeconomic Diversity Quiz?1020202506Learning DifferencesLayered Curriculum, LD and Gifted DiscussionDifferentiated Learning AssignmentLearning Differences Quiz?1020203007Developmental Delays and Behavior DiversityBehavior Issues DiscussionPositive Behavior Support Plan and EvaluationDevelopmental Delays and Behavior Diversity Quiz?1020203508Physical and Health DiversityAccommodations Exploration QuizAIDS and Health Issues Scenarios DiscussionPhysical and Health Diversity Quiz?1020204009Sensory and Communication DiversitySensory and Communication Scenarios DiscussionBlindfold AssignmentSensory and Communication Diversity Quiz?10202045010Family Issues in the ClassroomFamily Issues Scenarios DiscussionChild Abuse/Neglect Assignment?Family Issues in the Classroom Quiz?10202050011Diversity LawsApplication of Laws in Classroom DiscussionArticle on Educational Rights/Diversity Issue AssignmentDiversity Laws Quiz?102020550Virtual “Field” ExperienceSurveyVirtual “Field” Experience Assignment Due84260012Making a DifferenceDiversity Young Adult Book ReportLesson Plan and Unit Plan on discrimination, gender bias,?multi-culture?or stereotypes?20?30650Uniform Core Curriculum AssignmentsThis course offers opportunities for students to engage with the following Universal Design for Learning (UDL) principles and guidelines: Not applicable for lower division students. ................
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