SYLLABUS

CIED 5052: Multicultural Issues

Peabody Hall Room 105

Spring 2008

University of Arkansas College of Education and Health Professions

Department of Curriculum and Instruction

Instructor: Freddie Bowles Office: Peabody 304A

Phone: 479-575-3035 E-Mail: fbowles@uark.edu

tulipan@corndancer.com

Office Hours: Mondays 10:00–12:00; 3:00-5:00

Wednesdays 2:30–4:30 p.m.

or by appointment

Website: corndancer.com

I. Program Affiliation: Curriculum and Instruction

Course Number and Title: CIED 5052: Multicultural Issues

Catalogue Description: This seminar provides an introduction to the major concepts and issues related to multicultural education. The ways in which race, ethnicity, class, gender, and exceptionality influence students' behavior are discussed.

Prerequisites: Admission to the M.A.T. program

Required Texts:

Gollnick, D.M., & Chinn, P.C. (2006). Multicultural education in a pluralistic Society (7^th ed.). Upper Saddle River, NJ: Pearson.

Kroeger, S.D., & Bauer, A.M. (2004). Exploring diversity: A video case approach. Upper Saddle River, NJ: Pearson.

II. Relationship to Knowledge Base: Students will recognize the broad definition of diversity as it relates to the public education classroom and the implications of teaching for success to students with diverse backgrounds. Students will also develop an understanding of the definition, framework, and implementation of multicultural education and its relationship to the social and political context of a multicultural society.

III. Goals: Upon completion of this course, students will be cognizant of how schools and teachers view diversity and their assumptions of what constitutes diversity, the genesis and growth of multicultural education, and the practice of multicultural education in the contemporary classroom.

III. Competencies: Upon completion of CIED 5052, students will

· Recognize the validity of case study research.

· Develop a working vocabulary as it relates to diversity.

· Discuss attitudes of racism and discrimination and their relationship to student achievement.

· Understand the relationship of culture, identity, and learning.

· Discuss the role of multicultural education and school reform and its implications for teachers, schools, and families.

· Recognize the reality of multicultural education in today's classroom.

· Articulate their own frame of reference regarding multicultural education and how they will adjust their teaching methods to accommodate diversity in the classroom.

IV. Essential Questions

· What is the foundation of multicultural education?

· How do class, ethnicity, race, gender, exceptionality, religion, language, and age impact multicultural education?

· How do teachers initiate multicultural education in their own classrooms?

V. Course Requirements:

Class participation based on readings and other assignments:

Assigned readings from this book should be read prior to the class session in which they will be discussed. Students are expected to participate in class discussions. Contributions may also include outside readings and/or personal experience. Class participation will also be assessed.

Students are required to purchase the textbook and the Chalk & Wire© student account. As part of the professional educational coursework in the Department of Curriculum & Instruction, each student will use the Chalk & Wire© electronic portfolio system. This system will allow the collection of artifacts and resources (i.e., documents, presentations, pictures, video, audio, etc.) that illustrate mastery of the seven Scholar-Practitioner Tenets throughout the educational experience at the University of Arkansas. Access to these resources will be available following this experience. Each student is required to purchase a Chalk & Wire© account from the bookstore. When completing professional education coursework, instructors will direct certain assignment and artifacts be submitted to the Chalk & Wire© system. The electronic portfolio will take the place of the paper portfolio used previously in most of our licensure programs. An electronic portfolio is an effective method of illustrating critical media literacy skills to prospective employers. Accounts can be purchased for one, two, three, or four years--one-year accounts are renewable. This is a requirement of all secondary MAT students beginning 8-22-07.

B. Homework Assignments (14 x 5 = 70 points)

You have weekly assigned homework tasks based on the video and case study examples in your two texts. These assignments are worth 5 points apiece

(4-5 = target, 2-3 = acceptable; 1-2 = unacceptable). These assignments are due by e-mail (fbowles@uark.edu ) the day before class. You will be graded on timeliness, clarity of expression (word usage, mechanics, and grammar), connection to text, and how completely you answer the questions.

C. Mid-Term (50 points)

Multicultural Education Evaluation Checklist

due March 10 on Chalk and Wire.

You will evaluate your school setting using a rubric. For each scored criterion, you will write a brief defense of your score with supporting information from your text book.

D. Special Projects (30 points)

ABC Who is me? Class Profile, and MC StepOut

These three projects are designed to build and enhance your understanding of your own cultural identity, your students’ cultural identities, and the communities’ cultural identity. They are scored using the homework rubric times two.

ABC Who is me? due January 26

Class Profile due February 18

MC StepOut due May 2

F. Final Project (50 points)

Checklist for Evaluating Informational Materials

Due May 5 on Chalk and Wire

You will evaluate the informational materials at your school using a checklist. For each scored criterion, you will write a brief defense of your score with supporting information from your text book.

Analysis of Final Course Grade

Areas of Assessment	Possible Points	Your Score
Three Special Projects	3 @ 10 = 30
Mid-Term	50
Homework Assignments	14 @ 5 = 70
Final project	50
Total points	200

VI. Grading Scale

A=100-90

B= 89-80

C= 79-70

D= 69-60

F= below 60

VII. Academic Honesty:

Academic honesty involves acts, which subvert or compromise the integrity of the educational process at the University of Arkansas. Included is an act by which a student gains or attempts to gain an academic advantage for himself or herself or another by misrepresenting his or her or another’s work or by interfering with the completion, submission, or evaluation of work.

The application of the University of Arkansas Academic Honesty Policy, as stated on in the 2007-2008 Undergraduate Studies Catalog, will be fully adhered to

in this course. Grades and degrees earned by dishonest means devalue those earned by all students; therefore, it is important that students are aware of the University of Arkansas Academic Honesty Policy. Academic dishonesty involves acts, which may subvert or compromise the integrity of the educational process.

VIII. Inclement Weather Procedure:

If Fayetteville schools are closed due to inclement weather, we will not have class.

IX. Attendance Policy and Late Work Policy:

Attendance—you have to be present to win! All assignments are due on the due date unless otherwise required. Failure to meet this requirement results in a zero for that assignment unless previous arrangements have been made with me. No late work is accepted (you can arrange to turn assignments in early).

*** Incompletes will not be given this semester due to departmental recommendations.

X. Attendance is mandatory, since we only meet once a week, you are required to attend.

XI. Syllabus Changes: The instructor reserves the right to make changes as necessary to the syllabus. If changes are necessary during the term of this course, the instructor will post both notification and nature of the change(s) on the course bulletin board.

Welcome to class and good luck with the semester. Learning is forever.

“It is as hard to see one ’s self as it is to look backwards without turning around.”

Henry David Thoreau