University of Minnesota, Duluth

Syllabus for (Educ 1100 Human Diversity:

Section 01,  3cr.

Section 02, 3cr.

Spring 2009



Class meeting time:


Section 01. M:  3.00 – 4.50 P.M, Montague Hall 206

Section 02. TR: 11.00 AM – 12.50 P.M,  Montague Hall 203




Dr. Chang’aa Mweti


Office $ phone:


Montague 105: 218 726 6212 (office) 218 355 8113 (home)


Office hours:


M. 2.00-3.00 PM

W. 1.00-5.00 PM ( Other times by appointment)


E-mail: (office) (home)


Class alias:


Section 01:

Section 02:


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 Awithin-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






INTASC Standards/Standard of Effective Practice


Conceptual Framework Themes


Standard 1: Subject Matter

Standard 2: Student Learning

Standard 3: Diverse Learners

Standard 4: Instructional Strategies

Standard 5: Learning Environment

Standard 6: Communication

Standard 7: Planning Instruction

Standard 8: Assessment

Standard 9: Reflection and Professional Development

Standard 10: Collaboration, Ethics and Relationships


Diversity (D)

Reflection ( R)

Empowerment (E)

Collaboration ( C )

Technology (T)




Course Outcome:












Compare and contrast differing points of view regarding diversity issues and synthesize information presented. Begin to make connections to classrooms

* using information about students’ families, cultures, and communities as a basis for connecting instruction to students’ experiences

* bringing multiple perspectives to the discussions of subject matter including attention to students’ personal, family and community experiences and cultural norms

* understanding cultural and community diversity and knowing how to learn about and incorporate students’ experiences, cultures, and community resources into instruction

* understanding the power of language for fostering self-expression, identity development, and learning

* understanding how factors in a student’s environment outside of school may influence student life and learning























Describe examples of the experience connected with the course which heightened sensitivity toward, and action regarding human diversity, especially in relation to classrooms and counseling:

* using students’ strengths as a basis for growth, and a student’s errors as opportunities for learning

* understanding how students’ learning is influenced by individual experiences, talents and prior learning as well as language, culture, family and community values

* understanding how to recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism

* understanding that all children can and should learn at high levels and persist in helping all students achieve success

* understanding how cultural and gender differences can affect communication in classroom

* understanding the influences of teachers’ behavior on student growth and learning






















Explain barriers, both societal and personal, which can limit people in their attempt to meet their potential and make suggestions for elimination of barriers.

* The candidate is becoming sensitive to community and cultural norms

* The candidate can identify when and how to access a variety of appropriate services or resources to meet exceptional learning needs

* The candidate can use a variety of media communication tools, including audio-visual aids and computers, including educational technology, to enrich learning opportunities

* The candidate understands the influence of use and misuse of tobacco, alcohol, drugs and other chemicals on student life and learning










Participate with groups in various human services in a volunteer capacity in the community










Understand some of the contributions of various racial, cultural and economic groups in our society



3, 3.13









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 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




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.




Completion of the 30 hour practicum is a requirement as stated above. In event that a student is unable to complete their total hours, the following scale will be applied:

    * 25-29 hours completed grade will be dropped on full letter grade from earned grade, (i.e.A         to a B)

     * 20-24 hours completed grade will be dropped two full letter grades from earned grade,         (i.e. A to a C)

     * < 20 hours completed will result in a failing grade for the course


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 (5pts) 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                                                                                  10

Self –Assessment (Exploring Diversity)                                                                       20

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

Group Work Presentations/summaries                                                                        35

Family Tree Paper summary (2-3 pages)                                                                   15

Family Tree Project & Sharing                                                                                   15

One Outside Event Paper: (3 pages)                                                                         20

Media Analysis (3-4 pages)                                                                                      30

Mid-Exam                                                                                                                50

Practicum Journals: one summary per visit to be handed in at the end of the semester with time sheet attached (2-3 pages)                                                                                                25

Final Exam                                                                                                                75

Total                                                                                                                        400




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:






Week 1

Jan. 19 M


Jan 22 TR




 Introduction to course. Agency Speakers, Practicum sign-up   







Week 2

Jan. 26 M

Jan. 29 TR


Culture Shock


Presentation and Class Discussions




Find out the meaning of your name by next class meeting


Week 3

Feb. 2 M

Feb. 5 TR



Choose your articles

Diverse Learners

Forming Groups



Men are _____

Women are ______


Exploring Diversity

In Perceptions


Week 4

Feb. 9 M

Feb. 12 TR



Pink & Blue


Section 1





Summary paper


Week 5

Feb. 16 M

Feb. 19 TR


Unique Learners



Section 2




Self-Assessment Paper Due

Summary paper


Week 6

Feb. 23 M

Feb. 26 TR


Cultural Diversity




Section 3


Summary paper


Week 7

Mar. 2 M

Mar. 5 TR


Out-door Observation

Social justice







Week 8

Mar. 9 M

Mar. 12 TR










Week 9

Mar. 16 M

Mar. 19 TR


Spring Break


Spring Break




Week 10

Mar. 23 M

Mar. 26 TR



Speaking the Lingo





Section 4





Outside event due

Summary paper


Week 11:

Mar. 30 M

Apr. 2 TR


Poor & Homeless



Section 5




Summary paper


Week 12

Apr. 6 M

Apr. 9 TR

Blending Colors


Section 6




Summary paper


Week 13

Apr. 13 M


Apr. 16 TR



Future Perspectives


Presentations of Media analysis




Section 7





Media analysis Due



Week 14

Apr. 20 M

Apr. 23 TR




Prejudice and


Sanford Video


Classroom discussion


Family Tree Due

Class Presentations


Week 15

Apr. 27 M

Apr. 30 TR



Valuing Diversity




Practicum Journals

& Timesheets Due



Week 16


May. 4 M


May. 7 TR




Week 17




May 11 M


May 14 TR





Class Discussions





Exam Week









EDUC 1100


Watch local and national TV news broadcasts and read the front page and editorial page of the newspaper for one week. Take a look at magazine commercials.  Notice the commercials that play during popular shows. Listen carefully to local radio DJs in the morning. Write a report detailing your findings and draw conclusions about the role of the media in the development and maintenance of social norms.


Answer the following questions as you write your report. Use labeled headings as follows:















DUE DATE  ________________________________





EDUC 1100


Attend ONE outside activity such as plays, public debates, art exhibitions, musical venues, campus lectures, cultural events or celebrations as they relate to human diversity issues covered in class. Summarize the event using the guidelines below. Use labeled headings as follows:















DUE DATE ____________________________






EDUC 1100





















DUE DATE __________________________