EDFN 475
Human Relations
Black Hills State University- College of Education, Spearfish, SD 57799 Office:
Room 234 Russell Jonas Hall (hours are posted on door) (605) 642-6329
3 credit hrs, Fall 2009, Dr. Len Austin, Associate Professor (lenaustin@bhsu.edu)
The Mission of the College of Education is to prepare competent, confident, and caring professionals.
1. Course Description and Outcomes: According to South Dakota’s Office of
Accreditation & Teacher Quality, “teacher education programs in South Dakota require
verification of successful completion of an approved three-semester-hour course in Human
Relations…” The human relations course strands that are mandated (and form the outcomes for
this course) focus students on obtaining:
1. An awareness and understanding of the values, lifestyles, contributions and history of a
pluralistic society.
2. The ability to recognize and deal with dehumanizing biases, including, but not limited
to, sexism, racism, prejudice and discrimination, and an awareness of the impact
such biases have on interpersonal relations.
3. The ability to translate knowledge of human relations into attitudes, skills and
techniques which result in favorable experiences for students.
4. The ability to recognize the ways in which dehumanizing biases may be reflected in
instructional materials.
5. Respect for human dignity and individual rights.
6. The ability to relate effectively to other individuals and to groups in a pluralistic
society other than the teacher's own.
Instructor’s Additional Desired Outcomes this Semester:
7. You will develop a clearer understanding of, and commitment to, personal values.
8. You will acquire skills in working with others as a member of a learning team.
2. Experiences That Lead To Outcomes (learning/teaching methodologies):
Since
the effective learner passes from “knowing, to doing, to being,” students will engage in various
individualized, team, and constructivist projects such as field experiences, creative team
presentations, written expression exercises, text reading, oral discussion, service learning, selfassessment, peer and self-evaluations, media critiquing, and analysis of others’ ideas- all geared
toward increasing teacher effectiveness and personal refinement.
3. Prerequisites: Upper division standing and successful completion of Psychology 101 and
Educational Psychology 302.
4. Required Text: -----
Teaching for Diversity (2rd Edition) 2005 by author
Ricardo L. Garcia. Published by Phi Delta Kappa Int’l; Bloomington, Indiana. ISBN 0-87367-857-5.
The text is available at the BHSU bookstore. Phone them at (605) 642-6636 or go online at
www.bhsubookstore.com
5. Attendance Policy: The following thoughts came from the syllabus of Dr. Roger Osche:
“There are two reasons you need to come to class. The first is that this course depends on participation, and
you will ultimately be responsible for the success of other students. The second is that you're getting not only
a grade but also college credit. In other words, when I turn a grade into the registrar, I'm certifying not only a
certain quality of work but a certain quantity-three college credits' worth. Since 45 hours of that work is done
in class, if you don't come to class, I can't certify that you've done the work. At the same time, I believe that
students should be allowed to make their own decisions about how they live their lives and accomplish their
goals.“ For interesting insights into not attending class read the conversation on pages 78-79 in Stephen
Covey’s important book, The 7 Habits of Highly Effective People.
7. Academic Freedom Statement: “Under Board of Regents and University policy student academic
performance may be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to
academic standards. Students should be free to take reasoned exception to the data or views offered in any course
of study and to preserve judgment about matters of opinion, but they are responsible for learning the content of
any course of study for which they are enrolled. Students who believe that an academic evaluation reflects
prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should
contact their college dean to initiate a review of the evaluation.”
8. Disability Statement (ADA)/Special Needs: Reasonable accommodations, as arranged
through the Disabilities Service Coordinator, will be provided for students with documented disabilities.
Contact the BHSU Disabilities Services Coordinator (642-6099) for more information.
9. Policy on Make-ups, Re-tests, and Late Assignments: Because most assignments can be
turned in early, the class deadline for papers or projects is “due at the beginning of class on their due date.”
Late papers or grading sheets will receive half off… at best. Make-up exams or make-up work are allowed
only through documentation of a personal emergency or illness, or resulting from a university-sponsored
activity. In fairness to other students, and the integrity of the course schedule, please do not ask to take
tests early or ask for exceptions (because most projects can be submitted early).
10. Performance Indicators: 50% of the course grade (0-50 points) will be derived from
the projects that vary in weight. The other 50% (0-50 points) will come from two exams
(a mid-term to be taken in class during midterm week, and the final on May 6th,
Wednesday, 8 AM- 9:30 AM. Exam questions will come from three sources: information
experienced in class, the text itself, and student presentations. One or two students who
get a grade of A on the midterm exam may, at the instructor’s discretion, be given an
“individualized alternative learning experience” instead of the final exam.
11. Grading Percentage:
A= 93-100 pts
B= 83-92 pts
C= 73-82 pts
D= 63-72 pts
F= 1-62 pts
8 PROJECTS and their ASSESSMENTS
Some of these projects you may have experienced in EPSY 302. Now you will be asked to be
more in-depth and thoughtful in your approach to them. Papers submitted should appear
“teacher professional.” Proper spelling and punctuation do count! The instructor will retain all
projects received. You may turn in projects early to avoid the harsh “1/2 off for late
assignments” policy.
PROJECT 1. THREE CURRENT MEDIA DISCUSSION is worth 6 points:
Students will lead a small discussion three different times within their teams. These
discussions will be on a topic related to new research findings (or they could be
stories/examples in the media) of dehumanizing bias or prejudice. Students will do this on
__________, and ____________, and on ___________. On that day bring hardcopies of your
actual article for each team member and the instructor. In your discussion explain both sides
of the issue, and explain what you think should be done about the situation. In order to receive
the 2 points each time, you must make copies for each member of your team group and the
instructor, and lead a stirring discussion on the topic. To make your discussion stimulating, come
with genuine questions and your “wonderings” about the article. Project #1 is confidentially
graded by the team group on an instructor-provided form.
PROJECT 2. SERVICE LEARNING is worth 10 points:
The instructor must approve and signed off on this project in advance. By, __________ you
must have the instructor’s signature in the Appendix.
Below are examples of appropriate activities that are highly recommended:
1) Join Teammates (work with an elementary student or middle school student or high school
student one hour per week). If were not already a Teammates,the one-time cost is $40. for
fingerprinting and police background check. You only pay $20. and the college will pay the
other $20. This background check is valid for four years and you will need it for student
teaching and for your first teaching job in South Dakota. Otherwise, the average student
will pay the entire $40.00 on his or her own later.
2) Attend and participate (make a presentations) at a professional conference (i.e., TIE
Conference, a SPED conference, Systems Change Conference, Black Hills Research
Symposium, or NCUR- National Conference on Undergraduate Research.
3) Join two campus academic organizations and be active. These should require a time
equivalent be prevalent to a Teammate’s time. Those organizations include; BHSU Reading
Council, after-school gifted and talented program (see Dr. Mary Jones), tutoring, Math Club,
SD Education Association, AAMR, etc.). The instructor will assist those students who want
to try and do a conference presentation (oral session or poster session).
4) Be a member of an organized team group so as to learn effective group-processing skills.
Be involved on a regular basis in an activity where you represent a/the minority.
Be involved in a situation that challenges your mediation conflict resolution skills.
5) Design your own service-learning project as approved by the instructor.
Written verification of “proof of participation” will be required in most cases; unless you
become a Teammate (the university will receive a list). On __________________ you have the
opportunity to give a brief in-class oral report to the whole class on your experiences, and fill
out an evaluation form. Project #2 is instructor graded.
PROJECT 3. PERSONAL REFINEMENT is worth 3 points: You have the opportunity to
become a better person this semester! “What do you need to eliminate in order to be a “more
civil and understanding person?” What personal bias or stereotype do you need to overcome? Do
you need to become more caring? What shining attribute will increase your ability to be a more
effective teacher? You select your own goal, and at semester’s end (on ______________) you
will write a two-page paper identifying a) your specific behavioral goal, b) the specific methods
or behaviors you used to achieve that goal, and c) the candid details of your successes, relapses,
and failures. At the end of your paper please give yourself a grade (between 0-3 points). Be
truthful, and explain why you deserve the points you awarded. Project #3 is graded by you.
PROJECT 4. TEAM/GROUP PRESENTATION is worth 7 points: Your small team will be
given a difficult assignment. You will be asked to sensitize the class on a topic related to human
relations while making it relevant in their lives. You will be evaluated by your own team on:
The effort you made in helping organize and deliver the presentation.
The cooperativeness you displayed throughout the project to your team members.
The feelings you left with your team members… did you care about their success?
Teaching tip: “Success is not found in what you teach, but in what they learn.” Use this mantra as
you plan for your presentation. Ask yourself, “What will I do as a teacher to ensure the material I
offer them will be both memorable and useful?” You are graded on Project #4 by your team. Your
team will present on _________________________________________________________
and your topic will be: ________________________________________________________.
PROJECT 5. HOMEWORK ASSIGNMENTS are worth 8 points: Throughout the
semester, as deemed important, you will have the opportunity to reflect on class discussions. The
instructor will require various written homework assignments varying in length and importance.
These are timely- they cannot be made up if you miss class. Project #5 is instructor graded.
PROJECT 6. OBJECT LESSON is worth 4 points: Almost every class period this
semester a student will be asked to present a two-three minute “mini object lesson” using a
common object that symbolically illustrates a point having to do with an idea from the field of
human relations. The instructor will demonstrate this process early in the semester. Project #6
is self graded.
PROJECT 7. BOOK REVIEW is worth 6 points: select and read a worthy book in an area
related to human relations or bias/prejudice that fits the description found in Strand 2 above.
You can share your findings with your small team on _____ or _______and turn in a two-three
page reflection/reaction paper about the tome you read. This is an individual growth project so
choose something that will be useful to you in your future as a person and the teacher. Project
#7 is graded by the instructor.
PROJECT 8. SELF/PEER ASSESSMENT are worth 4 points: You and members of your
small team will grade you at semester’s end on how well you demonstrated behaviors that
showed you: 1) Respected the opinions of others and could disagree in an inoffensive way, 2)
Displayed a caring disposition toward others in the team group and in the class, and 3) Made
appropriate verbal contributions during the large class discussions.
On ________________________ Project #7 will be graded by you and your team group.
PROJECT 9. COURSE OUTCOME PAPER is worth 6 points: Critique yourself against
the six Strands mentioned at the beginning of this syllabus (see 1. Course Description and
Outcomes). In a two-five page formal paper (no slang or abbreviations) address what class
activities or experiences changed you this semester in relation to these six. Maybe answer:
“How much progress did I make?” “Where am I still lacking?” “What has been my biggest eye
opener this semester?” the last paragraph of your paper should include the amount of points
between 0-6 that you feel you deserve on this activity. Project #9 is self-graded and due on
_______________.
KEEP TRACK OF YOUR OWN GRADE
1 Three Current Media Discussion (1 _____ 2 _____ 3 _____ )
_____ out of 6 pts
2 Service Learning (approved by instructor ___ yes ___ no)
_____ out of 10 pts
3 Personal Refinement
_____ out of 3 pts
4 Team Presentation
_____ out of 7 pts
5 Homework Assignments
_____ out of 4 pts
6 Object Lesson
_____ out of 4 pts
7 Book Review
_____ out of 6 pts
8 Self/Peer Assessment
_____ out of 4 pts
+ _____ out of 6 pts
9 Course Outcome Paper
Total Project pts= ____ out of 50 pts
Midterm Test= ____ out of ___
Final Exam
= ____ out of ____ =
Total Tests Total= ____ out of 50 pts
th
May 6 , Wednesday, 8 AM- 9:30 AM
TOTAL CLASS POINTS= ____ out of 100 pts