University of Minnesota , Duluth

Syllabus for ( Educ 1100 Human Diversity: Section 02, 3cr)

Fall 2003

To teach in a manner that reflects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.

Bell Hooks

Course Description:

We all live and work in various contexts with people who represent diverse groups on many complex levels. The diversity includes, but not exclusively, race, ethnicity, gender, class, sexual orientation, age, religion, and mental and physical abilities. It is thus of extreme importance that university students be sensitive to the social and cultural context of diverse groups, their differences and similarities. In addition, it is vital to frame action in a perspective that builds on diversity as an arena for unlimited potential rather than the  within-minority-deficit model  so often permeated through history. This course is intended as an initial effort to increase the students  knowledge of diverse peoples, individually and as a group, in both the Minnesota and the world communities. The course will focus on specific issues, problems and unique strengths of groups, processes of interacting with people and the intersection of the issues and the real people living the issues. The practicum for the course will provide the students with opportunities to work in a helping agency and thus a context to synthesize information and ideas developed in class and through readings with actual situations.

Text:

Orozco, L. Perspectives: Educating Diverse Populations

Course Outcome:

Dispositions: Working Assumption for Class Interaction

These will be discussed in class and agreed upon by the whole group in order that respect for diversity permeates all aspects of class interaction and learning.

1. Acknowledgment that sexism, racism, ageism, homophobia, and other types of discrimination have most often been systematically taught and learned.

2. We can not be blamed for information we have learned. But we will be held responsible for repeating misinformation after we have learned otherwise

3. People and groups are not to be blamed for their subordinate positions

4. We will assume that people are always doing the best they can

5. We will actively pursue information about our own groups and those of others

6. We will share information about our own groups with other members of the class and we will NEVER demean, devalue or in any way put down people for their experiences

7. We will contribute fully to our cooperative groups in order that both positive interdependence and individual accountability can be assured. We will work towards a balance of task and maintenance factions in each group and the group as a whole

8. We each have an obligation to actively combat the myths and stereotypes about our own groups and other groups so that we can break down walls, which prohibit group cooperation and group gain.

9. In every way, we will work to create a safe atmosphere for open discussion

10. We will recognize the uniqueness of each student

Instructional Strategies

Your learning will include: small and large group discussion and activities, lecture, video, readings

homework assignments, guest presentations, personal reflection and service learning. Class sessions will revolve around the complex themes of human diversity. Daily attention will be given to relating new information from readings, videos, and speakers to personal past experience, present experience in community and practicum settings, and plans for action regarding social change.

Diversity

Diversity is the subject matter for this course. Therefore, it will be the fabric of our discussions and must be the theme of our interactions.

Assessment Measures

There will be a midterm exam and a final exam in this course. There will also be both in and out of class activities, assignments and projects. Details of these will be given in class, along with guidelines for completing the assignments. You will be expected to synthesize information from readings, class discussions, speakers and practicum experience. A requirement of this course is the completion of a practicum uf 30 hours in a community service agency. A log of hours

documenting your experiences and an evaluation to be completed by the agency supervisor will be due at the end of the semester. All assignments should be typed, 12 font , Time New Roman, 81/2x 11" white paper, 1" margins, and double spaced

Attendance

Consider this class to be a professional job in which you are a member of the team. As in a job, therefore, you as a professional must be present, prepared for class discussions and activities, actively involved in the lesson and ready to cooperate and help others. Attendance is mandatory and will be taken at the beginning of each class session. If you miss more than three (3) classes, your final grade will be lowered. If your absences are 20% or more, you will fail the course. Exceptions would be (a) illness, accident or death in your social network, (b) absences due to official college activities. A signed explanation, notifying me ahead of time, from your coach, director, etc. will be required. Planning ahead usually eliminates problems later.

Late assignments/projects

Assignments are due at assigned dates. Due dates are on the syllabus. Late assignments will be penalized 5 points. Assignments turned in after 3 days will be penalized 10 points. Assignments later than 3 days will not be accepted and will result in a failing grade for the assignment.

ATTENTION:

Assignments from the book, Perspectives: Educating Diverse Populations

Seven Article Summaries: ( each summarized two page article is worth 15 points)

Educators need to read and stay current. To foster this, students will read a total of seven articles, on a variety of topics related to student diversity. (These articles are in the Perspectives Book). The written assignment consists of a TWO PAGE summary of each article presented in a clear and coherent manner. These summaries are worth a total of 105 points. You will be penalized (2pts) for every article summary presented late. Explanation of this assignment will be given in class.

Date Due: One a day during the seven class periods covering the seven sections.

Points: 105

An additional 35 points (five points per day) are available for a group work completed, related to the article summaries and sharing of these articles during the days of presentations/discussion. See above. You MUST be in attendance AND be prepared to contribute to a discussion regarding the assigned articles, to earn these points.

Date Due: Five a day during the seven class periods covering the seven articles

Points: 35

Points Allocation at a Glance

Points for attendance, homework assignments, participation and exams are as follows:

Classroom attendance/activities (15 class sessions x 2 points each session)     30

Self -Assessment     20

Seven Diversity Articles & Summaries (two pages: 15pts per summary   105

Group Work Presentations/summaries     35

Family Tree     30

Outside Event Summary (two pages each event: 2 @ 15 points each)     30

Media Analysis     40

Editorial paper   25   

Mid-Exam     30

Practicum Journals (will be handed in at different times after every vist (s)     25

Final Exam     40

Total           400

Grading:

Final grade will be based on the following scale:

Total Points         Semester Grade

376- 400         A   94-100%

360- 375         A-   90- 93%

348- 359         B+   87- 89%

336- 347         B   84- 86%

320- 335         B-   80- 83%

312- 319         C+   78- 79%

304- 311         C   76- 77%

296- 303         C-   74- 75%

288- 295         D+   72- 73%

284- 287         D   71%

272- 283         D-   68- 70%

Below 272         F   Below 68%

Tentative Class Schedule: