Instructor	Nedra Hazareesingh, Ed.D.
Office & phone	246 Montague Hall, 726-8167
Office hours	Mondays 1:30-2:30 p.m.; Wednesdays 1:30-2:30 p.m. Other times by appointment
Email	nhazaree@d.umn.edu
Class alias	educ1100-1-s2008 (Section 1) educ1100-3-s2008 (Section 3)
Teaching Assistant (TA) Office/phone email Office hours	Sarah Crescimanni 222 Montague Hall. 726-8058 cresc006@d.umn.edu Wednesdays 12:00-1:00 p.m. Other times by appointment

COURSE DESCRIPTION (UMD Catalog)

Cultural, physical, socially constructed, and psychological differences in people. Social, political, and economic implications of human diversity in modern society. Practicum in community agency.

OVERVIEW OF COURSE

Human Diversity is a class whose purpose is to expose students to some of the richness of human existence and to confront the problems arising out of this diversity. The class is intended to demonstrate the idea that there is more than one worldview. People have differing experiences which lead them to view events and circumstances differently. It is important, both from a personal as well as professional point of view, that we learn not only to appreciate the diversity of cultures and worldviews, but also the potential pitfalls of failing to understand others' perspectives.

We will have an opportunity to listen to a variety of speakers describe aspects of their culture and/or way of life which may be different to our experiences. Some speakers will be entertaining, some will be controversial, and still others may make us uncomfortable. The objective is not that we end up agreeing with everything that is said. Rather it is to stimulate thought and debate.

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.

READINGS

• Various readings on electronic reserve through the UMD library
• Web readings
• Other readings as assigned

STANDARDS AND CONCEPTUAL FRAMEWORK

The content, teaching methods, activities, and requirements for this course are based on the following:

• INTASC (Interstate New Teacher Assessment and Support Consortium)
• SEP (Minnesota Standards of Effective Practice)
• Conceptual Framework themes of the Learner-Sensitive Teacher model in the Department of Education at UMD

INTASC/SEP Standards	Department Conceptual Framework
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	Social Justice (SJ) Collaboration (C) Reflection (R) Empowerment (E) Technology (T)

COURSE OUTCOMES

Learner Outcomes	INTASC Standards	SEP Standards	Department Conceptual Frameworks
Compare and contrast differing points of view regarding diversity issues and synthesize information presented.	3.35 3.36 3.15 6.21 10.12	30 3P 3H 6E 10B	D, R, E, C, T
Describe examples of the experience connected with the course which heightened sensitivity toward, and action regarding, human diversity.	2.22 3.14 3 3.21 6.12 9 6.21 3.13	2D 3E 3D 31 6B 9C 6E 3F	D, R, E, C, T
Explain barriers, both societal and personal, which can limit people in their attempts to meet their needs and achieve their potential and make suggestions for elimination of barriers.	3.24 3.34 6.35 10	3J 3N 6K 10E	D, R, E, C, T
Participate in a volunteer capacity in a human service agency in the community.	5.12 10.33 10 10.25	5B 10J 10L 10G	D, R, E, C, T

DISPOSITIONS

Dispositions have been defined by the American Heritage Dictionary as "A habitual tendency or inclination" According to the dictionary, dispositions include temperament, character, personality, nature, and demeanor. Dispositions important to this class include the following:

• Show sensitivity to people from diverse backgrounds.
• Demonstrate interaction formats that are ethical and respectful of diversity.
• Establish rapport with peers/instructor/TA.
• Demonstrate positive response to professional responsibilities.
• Indicate a professional attitude by attending class and being punctual.
• Engage in self-reflection to improve learning.
• Accept constructive feedback for professional growth.
• Communicate effectively with adults and/or children at your practicum site.
• Show enthusiasm and reflect a positive attitude.

WORKING ASSUMPTIONS 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.

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

• We cannot be blamed for information we have learned. But we will be held responsible for repeating misinformation after we have learned otherwise.

• We do not make generalizations about or blame others if they do not have the advantages and opportunities that we have.

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

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

• 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.

• The process of learning is an ongoing process for all involved in this class and requires constant critique, reflection, and action. Learning is seen to be a collective process, where participants share and analyze experiences together in order to address concerns, relying on each others' strengths and resources rather than either addressing problems individually or relying on outside experts to solve them. Throughout this process of learning we will contribute fully to our cooperative groups in order that both positive interdependence and individual accountability can be assured.

• 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 the walls which prohibit group cooperation and group gain.

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

• We will recognize the uniqueness of each person.

INSTRUCTIONAL STRATEGIES

Your learning will include: small and large group discussion and activities, lecture, research, field trips, videos, class assignments/activities, guest presentations, attendance at outside events, selected readings, personal reflection and community service. 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.

COURSE PRACTICUM

• A 30 hour practicum in a human service agency is a UMD Liberal Education requirement for the Human Diversity class.
  
  
• Required practicum hours for classes at UMD are tied to the class credits you sign up for. So you cannot use practicum hours from another class to fulfill required volunteer hours in the Human Diversity class.
  
  
• The Office of Civic Engagement at UMD will help you set up your 30 hour volunteer placement.
  
  
• A record of hours signed by your site supervisor and an evaluation to be completed by your supervisor will be due at the end of the semester.
  
  
• You must complete the 30 hour practicum experience successfully in order to get a passing grade for the class.

COURSE EXPECTATIONS/POLICIES

Attendance/Participation: You are expected to attend and participate in class. To bring meaning to the course content you will be asked to participate in discussion, group work and other activities. A variety of class activities will be conducted throughout the course. Since class participation cannot be made up, your absence forfeits the opportunity to learn from these activities. Grades will be lowered for missed days.

You will receive 10 participation points for each day. You must be present in class to obtain the points.

Exceptions will be made for serious illness, accident, or a death in your social network. However, if you miss a class for any reason, you must do all of the following in order to receive any make up points:

(a) A physician's note or other documented evidence of emergencies will be required.
(b) Make an appointment to see me or the TA. It is your responsibility to do so.
(c) Missed work must be made up within a week (the work will vary depending on the topic covered and what you missed).

Please do not wait till the next class period to find out what you need to accomplish to catch up. If something in your life prevents you from attending class, please inform me via voicemail or email.

Attendance Exclusion: Students who are required to attend district or university events that conflict with class time must present documented evidence of the meeting/event demonstrating (a) that the individual is required to attend and (b) the date and specific times required for attendance. Students will be expected to make arrangements with the instructor to make up class absences and to turn in work ahead of time.

Assignments: Assignments are due on assigned dates at the beginning of class. Due dates are listed on the Class Schedule. Late assignments will be penalized 10% of the total grade for each day late. Assignments later than one week will not be accepted and result in a failing grade for that assignment. Unless otherwise specified, all assignments must be submitted in typed hard copy. Hard copies of late assignments should be handed in to the Education Dept office, 120 Montague Hall, between 7:30 a.m. and 4:30 p.m. Monday-Friday.

All assigned readings must be done before class.  These readings are related to in-class activities and discussions.

Follow minimum standards for assignments below.

Minimum Standards for Assignments: 

• Include the following informationon on the top right corner of your page (this part should be single spaced): Your name, group number, assignment, course number/section, and word count
• Staple paper (no paper clips).
• Assignments must be submitted in typed hard copy unless otherwise specified.
• Assignments will be graded for appropriate writing and formatting conventions.
• Always keep a copy of your assignment.

Netiquette: Netiquette refers to network etiquette. Apply proper netiquette 'rules' when engaging in various online communictions. Here is a good website on the core rules of netiquette.

• Use appropriate language in emails and other online communications
• Include your (a) Class/Section and (b) your first and last names in every email to us so the sender is easily recognized (Recommendation: Add a signature to your email messages so this information is automatically included in all messages).
  

Messages that do not follow netiquette rules above may be deleted without response.

Electronic Devices: Use of electronic devices such as personal laptops, cel phones, music systems etc. are not allowed in class unless specifically requested by the instructor.

Confidentiality: You are bound by professional ethics as well as the law to protect the confidentiality of the individuals and agencies you work with.

Consultation: Assistance is available to you by email, telephone and in person. Emails to the instructor and TA are usually answered or returned within two business days. In-person or telephone assistance is available from the instructor and TA during office hours. We are also available at other times by appointment. Drop in, or give us a call. We’re glad to help!

Incompletes: Incompletes will be given only in extraordinary circumstances and with prior discussion and permission of the instructor. Incompletes are granted mainly to individuals who are passing the course but who encounter a situation (e.g., extended illness or a death in the family) that prevents them from finishing the course on time. In such an event, it is your responsibility to formally request a grade of Incomplete. An Incomplete will not be granted merely to avoid a low or failing grade in the course. If you are not doing well in the course, it is your responsibility, in consultation with your advisor and with me, to decide in a timely manner whether you need to drop the course.

Academic Integrity: Dishonesty in any form such as, but not limited to, plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit another act of dishonesty will receive a failing grade for the course. When you borrow from other's work, you must give them credit in the form of a citation and reference. Please note the UMD policy on academic integrity below: http://www.d.umn.edu/assl/conduct/integrity/

Student Conduct Code: Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom behavior that interrupts the instructor's ability to teach and/or the students' ability to learn is prohibited. Please note the UMD Student Conduct Code below:
http://www.d.umn.edu/assl/conduct/code/

Students with special needs: Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the instructor at the start of the quarter. Adaptation of methods, materials, or testing may be made as suggested through the Access Center to provide for equitable participation.