MIAMI-DADE COMMUNITY COLLEGE

MITCHELL WOLFSON WORLD CENTER CAMPUS

School of Education

 EDG 2701 - TEACHING DIVERSE POPULATIONS

Course Description

This course assesses the breadth and complexity of America’s diverse student population.  The course focuses on both theoretical and practical knowledge. The term Adversity as it is used in this course, is broadly defined, and inclusive of race, ethnicity, age, gender, class, religion, national origin, language, and exceptionality.

This is one of three courses mandated by the state of all education majors at the freshman and sophomore levels.  As part of this course, students will complete the State-mandated fifteen (15) hours of field experience in a school site approved by the instructor.

Purpose

The ultimate purpose of this course is to enable future educators to appreciate and value diversity and similarities by providing them with knowledge, skills, and attitudes critical to meeting the challenge of creating democratic school environments that are marked by educational equity and that foster learning of all students.

Goals

This course will cover:

1. The value of diversity within the classroom

2. The impact of diversity upon the educational process

3. The foundations of prejudice and discrimination

4. The structure and complexity of culture

5. The political and philosophical roots of diversity and commonality; the similarities and common values shared among people

6. Exceptional needs of individuals

7. Barriers to cultural understanding.

Objectives

Students in this course will:

 

1. Articulate personal philosophical positions and respect those of others

2. Examine the value of diversity and further develop/expand personal philosophical positions

3. Describe current research on multicultural issues in education, including the demographics of diversity in American education and the impact of diversity on American education

4. Understand the functions of schooling in America

5. Demonstrate knowledge of sociological concepts and terms and how they relate to teaching diverse populations, including but not limited to: culture, acculturation, assimilation, pluralism, beliefs, values, attitudes, stereotypes, prejudice, discrimination, chauvinism, ethnicity and ethnocentrism, race and racism, gender and sexual orientation, social class and classism, ageism, etc.

6. Demonstrate knowledge of psychological concepts and terms and how they relate to teaching diverse populations, including but not limited to: self-concept, self-esteem, self-fulfilling prophecy, locus of control, self actualization, etc.

7. Analyze factors that impact on student learning, including but not limited to: learning style/teaching style, language, family background, study skills, physical characteristics, etc.

8. Understand the etiology and characteristics of exceptional needs of students

9. Discuss barriers to cultural understanding and other significant problems in contemporary American education, such as the concept and use of intelligence tests, the assessment of student achievement/aptitude and how scores are used, teacher biases, tracking of students, funding, etc.

10. Identify unifying beliefs, values, and attitudes shared by groups and individuals in America

11. Examine the legal, administrative, and instructional responses to diversity and exceptional needs of students in the American education system

12. Identify good practices for teaching diverse student populations

Evaluation

Students with passing scores on projects and assignments, but who have not successfully completed their fifteen hours of required field experience will not pass this course. Passing this course is contingent upon completion of the field experience, plus the number of points accumulated on presentations and book review and journal entries

Attendance and classroom participation are expected. No make-up assignments.  Late assignments will be accepted, unless approved by the instructor on a case-by-case basis.  Students who absolutely must miss a class are responsible for work collected and assigned. A ten percent penalty will be deducted from assignments submitted late.

 Rubric For Grading Assignments

Evaluation Criteria for Projects

1. Near perfect or perfect execution of the assignment; near perfect or perfect grammar and organization.
2. Excellent or nearly excellent execution of the assignment; near excellent or excellent grammar and organization with three or fewer errors.
3. Good to very good execution of the assignment; good or very good grammar and organization with between three and six errors
4. Poor execution of the assignment; poor grammar and organization with between seven and ten errors.
5. Failure to execute the objective of the assignment; more than ten grammar and organization errors; failure to deliver the completed assignment.

GRADING SCALE

Course Outline

Presentation Rubric

Grade Report