Wayland Baptist University, Hawai’i Campus, School of Education
Mission Statement: Wayland Baptist University exists to educate students
in an academically challenging, learning-focused and distinctively
Christian environment for professional success and service to God and humankind.
Course
Term
Instructor
Office Phone and
Email
Office Hours,
Location
Class Meeting
Time & Location
Catalog
Description
Prerequisites
Required
Textbook and
Resources
Optional
Materials
Course Outcome
Competencies
Attendance
Requirements
Disability
Statement
EDUC 5303, Multicultural Education
Spring 2015, Tuesday (Feb. 24, 2015—May 12, 2015)
Dr. Leigh Ann Siaosi
(808) 292-1736—text and voice
leigh.siaosi@wayland.wbu.edu
Immediately before and after class. Schedule with instructor in advance to ensure sufficient
time is provided.
This course is delivered in a Hybrid Format
Tuesday Evenings 5:30, WBU Mililani Campus
Study of cultural factors, poverty, and disabilities and how these factors impact school and
community behavior. Field Experience of 8 hours required.
None
(1) Bennett, C.I. (2015). Comprehensive Multicultural Education: Theory and Practice (8th
ed.). Boston, MA: Pearson. [ISBN-13:978-0-13-352229-7]
(2) Payne, R.K. (2013). A Framework for Understanding Poverty: A Cognitive Approach
(5th revised d). Highlands, TX: aha! Process, Inc. [13:978-1-938248-01-6]
Access to the internet on a regular basis is a requirement for this course; we will use
Blackboard routinely for class discussions via the Discussion board. Class materials may be
posted online.
Highly Recommended:
(1) American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th Ed.). Washington, DC: American Psychological
Association. [ISBN-10: 1-4338-0561-8]
STUDENT LEARNING OUTCOMES:
1. Students will understand the human development processes and applies this knowledge to
plan instruction and ongoing assessment that motivate students and are responsive to their
developmental characteristics and needs.
2. Students will understand that student diversity and know how to plan learning
experiences and design assessments that are responsive to differences among students and
that promote all students’ learning.
Attendance is very important to your success in this class. Meeting deadlines are very
important. In the event of a missed assignment or activity, it is the student’s responsibility
to contact the instructor. Absences will affect your grade.
In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of
Wayland Baptist University that no otherwise qualified person with a disability be excluded
from participation in, be denied the benefits of, or be subject to discrimination under any
educational program or activity in the university. The Coordinator of Counseling Services
serves as the coordinator of students with a disability and should be contacted concerning
accommodation requests at (806) 291-3765. Documentation of a disability must accompany
any request for accommodations.
Course Requirements and Grading Criteria:
The University classroom is an environment designed for the free exchange of ideas, therefore demonstrating
respect toward each other is vital to creating rich discussions that draw from research and data to further our
knowledge in this field. We will show respect for one another by exhibiting civility in our exchanges. In the
education field, communicating ideas to colleagues, parents, and administrators with clear and error-free
English is a priority. Your ability to express your knowledge of educational concepts and theories within the
conventions of academic discourse will be assessed through presentations and written assignments.
Integration of information from lectures, readings, and discussions will be taken into consideration as will
correct and appropriate format and construction.
1. Students will complete all assigned readings and assignments by the due date.
2. Students will prepare various presentations to include presentations for lesson plans, case studies,
lesson modeling, and field experience.
3. Students will prepare written assignments to include journal writing of their field experience and
lesson plans. All assignments must be word processed using Times New Roman, 12-point font, and
submitted in accordance with due dates on the course calendar.
4. Online discussion board interactions will allow dialogue among class members and provide
opportunities for discussion among those persons who may exhibit a different perspective from your
own. You are required to consider these perspectives and respond in an appropriate professional
manner with reasoned arguments. Avoid emotional responses such as ‘I feel,’ but rather refer to the
evidence to support your position. Students will post an answer to the question or comment and
respond to two (2) other posts. These discussions are meant to broaden our perspectives and make
informed decisions based upon research-based best practices. There will be no tolerance for
inappropriate responses including, but not limited to, vulgar or inappropriate language, name-calling,
or demonstrations of anger. We will learn from each other in a safe and professional environment.
Lesson Planning & Modeling
 Students will prepare a lesson plan embracing diversity for their grade/subject level. The student will
develop an original lesson plan which addresses students’ varied backgrounds, skills, interests, and
learning needs, including the needs of English language learners and students with disabilities. This
lesson needs to follow the approved lesson plan format and all elements of the lesson cycle must be
included. The lesson plan must be typed in the lesson plan template posted in BlackBoard.
 One week prior to the Lesson Modeling, students will post their lesson plan on BlackBoard.
Colleagues will provide feedback on the lesson plan utilizing the “Two Stars and a Wonder”
protocol. Two Stars: provide positive comments for two features of the lesson plan that you
appreciate; Wonder: a question, suggestion, or comment you have regarding the lesson plan.
Feedback should focus around multiculturalism and topics highlighted in the readings and
discussions for this course.
Autobiographical Assignment
The student will write an autobiographical account reflecting on their place in society and examining their
cultural roots.
 Autobiographical Paper (5-7 double-spaced typed pages): The key question to explore is “How have
I come to be who I am?” Consider the influence of broad factors such as race, ethnicity, social class,
gender, family make-up, religion, geographic location, as well as personal factors. Additional
questions to consider are “How have my experiences of diversity influenced my identity? To what
extent have you experienced privileges of the dominant culture or marginalization based on some
aspect of your identity? How will your cultural identity and experiences with differences such as
race, culture, class, gender, etc. influence your teaching?
Field Experience/Journal/Presentation
As part of the requirements for this course, students will complete 8 hours of direct and active involvement
of the following:
1. You will be expected to leave your own comfort zone and seek experiences with various cultural,
socioeconomic, ethnic, or religious groups and report your findings in writing.
2. You will be expected to observe students in a classroom or other learning environment and report
your findings in writings. The purpose of these observations is to develop an awareness of the
instructional significance of varied learning needs and preferences.
*To protect the subjects of the field experience, names of teachers/students should be omitted in journal
entries and presentations.
Journal entries are to be your own observations and should be focused on any or all of the following concepts
included in this course:
 Instructional strategies that account for multiculturalism
 Classroom culture
 Accommodations for students with disabilities
 Lesson plans and accommodations for students where English is their 2nd language
 Student engagement
 Relationships
 Achievement gap or equity issues
Students will document field experience in a journal (1 double-spaced page for each hour in the field). It is
recommended that the field experience journals be kept in electronic form. The journal will be submitted to
the instructor and graded, and the grade will be included in your course grade. Successful completion of the
field experience hours is required to receive credit for the course.
Students will present their field experience highlights in weeks 10 or 11. The 20-30 minute presentation
should incorporate the following:
3. Presentation slides (PowerPoint or prezi)
4. Highlights of the experience to include: any surprises, wonderings, concerns, what ifs, lessons
learned, etc.
5. Journal entry highlights
Discussion Board Interactions
Students will participate in dialogue with colleagues via BlackBoard
You will be expected to post an original answer to each discussion board topic or question and respond to
colleagues’ answers.
Student Grade Appeal
Students shall have protection through orderly procedures against prejudices or capricious academic
evaluation. A student who believes that he or she has not been held to realistic academic standards, just
evaluation procedures, or appropriate grading, may appeal the final grade given in the course by using the
student grade appeal process described in the Academic Catalog. Appeals may not be made for advanced
placement examinations or course bypass examinations. Appeals are limited to the final course grade, which
may be upheld, raised, or lowered at any stage of the appeal process. Any recommendation to lower a course
grade must be submitted through the Executive Vice President/Provost to the Faculty Assembly Grade Appeals
Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation.
TENTATIVE COURSE OUTLINE
Topic Activities & Discussions
Week/Date
Week 1
2/24/15
Review of Syllabus and Assignments
Readings & Assignments
due the following week
Read: Bennett Chs.1-2
Payne Ch. 1
3/3/15—No Class—
Dr.Siaosi will be serving on an Accreditation committee this week.
Week 2
3/10/15
Week 3
3/17/15
Week 4
3/24/15
Week 5
3/31/15
Week 6
4/7/15
Week 7
4/14/15
Week 8
4/21/15
Week 9
4/28/15
Week 10
5/5/15
Week 11
5/12/15
No Face-to-Face Class
Respond to BlackBoard Discussions
Chapter Presentations & Discussion:
Bennett Chs.3-4 & Payne Ch. 2
Chapter Presentations & Discussion:
Bennett Ch. 5 & Payne Ch. 3 / Appendix A
Lesson Modeling
Chapter Presentations & Discussion:
Bennett Chs. 6-7 & Payne Ch. 4
Lesson Modeling
Chapter Presentations & Discussion:
Bennett Ch. 8 & Payne Ch. 5, Appendices B, C
Lesson Modeling
Chapter Presentations & Discussion:
Bennett Ch. 9 & Payne Ch. 6, Appendix D
Lesson Modeling
Chapter Presentations & Discussion:
Bennett Ch. 10 & Payne Ch. 7
Lesson Modeling
Chapter Presentations & Discussion:
Bennett Ch. 11 & Payne Ch. 8
Lesson Modeling
Chapter Presentations & Discussion:
Bennett Ch. 12 & Payne Ch. 9
Final Presentations—Field Experience
Final Presentations—Field Experience
Read: Bennett Chs.3-4
Payne Ch. 2
Read: Bennett Ch. 5
Payne Ch. 3 & Appendix A
Read: Bennett Chs. 6-7
Payne Ch. 4
Read: Bennett Ch. 8
Payne Ch. 5, Appendices B,C
Read: Bennett Ch. 9
Payne Ch. 6, Appendix D
Read: Bennett Ch. 10
Payne Ch. 7
Read: Bennett Ch. 11
Payne Ch. 8
Read: Bennett Ch. 12
Payne Ch. 9
Read: Bennett Ch. 13
GRADING CRITERIA
Activity
Possible Points
Participation/Discussion Board
100
Lesson Plan & Lesson Modeling
100
Chapter Presentations—4@ 25 pts.each
100
Field Experience Journal 8 hours (8 pgs.)
50
Field Experience Presentation
50
Autobiographical Paper
100
TOTAL POINTS
GRADING SCALE:
A
450-500 points
B
400-449 points
C
350-399 points
D
F
500
300-349 points
Below 300 points
I
W
WP
WF
Incomplete
Approved Withdrawal
Approved Withdrawal Passing
Withdrawal Failing
The syllabus is only a plan. The instructor may modify the plan during the course to alter requirements from
those appearing in the syllabus. Further the syllabus contains criteria to measure the student’s progress and
performance in the course. The instructor may change these criteria at any time.
Other Important Information:
1. Class participation is a very important part of education. This class requires active class participation.
2. Assignments are due on the deadlines given.
3. Late assignments will not be accepted.
4. Written work will be graded according to the rubrics provided.
5. All written assignments should be Times New Roman 12-point font type, double-spaced and using APA
Manuscript Writing Style, unless otherwise noted.
6. Presentations will be graded according to the rubrics provided.
7. Unless noted as a group assignment, all work should be original work of the individual student.
8. Academic honesty is expected of all students. Plagiarism, cheating, and other acts that lack academic
honesty may result in a zero on the particular assignment as well as a referral to the Dean for disciplinary
action.
9. Questions concerning grades received should be resolved within one week after the assignment has been
returned.
10. Students will need to use the Internet to access some assignments.
11. Always contact the professor if you need assistance.
12. May God Bless You