EDUC 1325 Principles and Practice in Multicultural Education
CLASS LOCATION: Houston Community College Alief Campus, Room B123, F 9-1pm
INSTRUCTOR: Sarah Varghese, B.Sc., MEd., sarah.varghese@hccs.edu
OFFICE HOURS: Friday- 1:00-2:00pm or upon request (A-110)
REQUIRED TEXT: Bennett, Christine. (2011). Comprehensive Multicultural Education: Theory and Practice.
(7th edition). Pearson.
Course
Description:
An examination of cultural diversity found in society and reflected in the
classroom. Topics will include the study of major cultures and their influence on
lifestyle, behavior, learning, intercultural communication and teaching, as well as
psychosocial stressors encountered by diverse cultural groups.
Academic
Discipline/CTE
Program Learning
Outcomes
1. Provide students with an opportunity to examine teacher preparation
programs, effective teaching strategies, employability, and the role of educators
as they decide whether teaching could be a satisfying career for them.
2. Examine major cultures and their influences on lifestyle, behavior, intercultural
communication, the community, and teaching.
Course Student
Learning
Outcomes (SLO): 4
to 7
1. Demonstrate an appreciation of human diversity, recognizing how diversity in
the classroom and the community may affect learning.
2. Develop awareness of other cultures, including diverse cultural expressions
and their influences on cross-cultural interactions
3. Describe the importance of understanding the values, practices, beliefs and
responsibilities of living in a multicultural world.
4. Develop strategies to increase cross-cultural understanding, empathy, and
communications.
5. Discuss how appropriate instructional methods and resources can help
students both appreciate and compensate for differences.
Learning
Objectives
(Numbering system
should be linked to
SLO - e.g., 1.1, 1.2,
1.3, etc.)
Demonstrate an appreciation of human diversity, recognizing how
diversity in the classroom and the community may affect learning.
1.1 Explain core values and goals of multicultural education.
Develop awareness of other cultures, including diverse cultural
expressions and their influences on cross-cultural interactions
2.1 Design strategies to implement multicultural curriculum in classrooms.
Describe the importance of understanding the values, practices, beliefs
and responsibilities of living in a multicultural world.
Develop strategies to increase cross-cultural understanding, empathy, and
communications.
4.1 Produce instructional methods that can be utilized with diverse students at
various grade levels.
Discuss how appropriate instructional methods and resources can help
students both appreciate and compensate for differences.
5.1 Identify various educational resources to utilize in classroom.
SCANS and/or
Core Curriculum
Competencies: If
applicable
L) Student will demonstrate the ability to understand, analyze, and interpret
various forms of spoken communication.
(S) Students will demonstrate the ability to communicate orally in clear,
coherent, and persuasive language appropriate to purpose, occasion, and
audience.
(R) Students will demonstrate the ability to understand, analyze, and interpret a
variety of printed materials, books, articles, and documents.
(W) Students will demonstrate the ability to produce clear, correct, and coherent
prose adapted to a specific purpose, occasion, and audience.
(CT) Students will demonstrate methods for applying both qualitative and
quantitative skills analytically and creatively to subject matter in order to evaluate
arguments and to construct and alternative strategies.
Spring, 2013 Course Calendar
Date
Week 1
Feb. 15
Readings/ Assignments Due
Introductions/Course Content/Syllabus
Classwork
Discussion and small group
work;
“Who We Are”
Week 2
Feb. 22
Chapter 1: Multicultural Schools: What, Why,
and How
Reflection paper due
Chapter 2: Culture, Race and the Contexts for
Multicultural Teaching
Week 3
March 1
Chapters 3: Race Relations and the Nature of
Prejudice
Presentations
Chapter 4: Immigration and the American
Dream: European American and Jewish
American Perspectives
Week 4
March 8
Chapter 5: Colonialism, Involuntary
Immigration and The American Dream:
American Indian and African Americans
Perspectives
Week 5
March 15
(No class)
Spring Break
Week 6
March 22
Questions and Midterm- March 22nd
Week 7
March 29
(No class)
Week 8
April 5
Good Friday
Chapter 6: Colonialism, Immigration, and the
American Dream: Latino Perspectives
Presentation
Week 8
April 12
Chapter 7: Contemporary Immigration and
the American Dream: Asian, Muslim, and
Arab American Perspectives
Presentation
Week 9
April 19
Chapter 8: Learning Styles and Culturally
Competent Teaching
Presentations
Chapter 9: Reaching All Learners:
Presentation
Midterm
Perspectives on Gender, Class, and Special
Needs
Week 10
April 26
Chapter 10: Teaching in Linguistically Diverse
Classrooms
Week 11
May 3
Chapter 11: Multicultural Curriculum
Development: A Decision-Making Model and
Lesson Plans
Week 12
May 10
Final Exam
Presentations
Final Exam
1. Course Requirements
1. Assignments and lecture topics/dates are subject to change. If you miss class, check with a
classmate regarding work. If you need to leave early or are coming late to class, you need to
notify me.
2. Be respectful of others. Allow one person at a time to speak and speak respectfully. You are
NOT required to agree, simply disagree respectfully.
3. All papers handed in must be typed and double-spaced, with 1-inch margins. Spelling and
grammar are graded and college standards of writing/documentation (APA style) are expected.
Attach grading rubric to all assignments.
4. Late Work Policy= NO late assignments accepted and no assignments turned in
online.
5. There are NO make-up exams. Exceptions are made only in extreme emergencies, at the
discretion of the instructor.
II. Student Responsibilities
1. Being an active participant in the educational process (participating in class discussions and
activities)
2. Read the textbook and other assigned materials PRIOR to class meetings,
Arrive to class on time, and participate in classroom discussions and activities.
3. No use of cell phones in class. They need to be put off and out of sight.
4.
Review students services policies on their website: http://hccs.edu/student-rights
III. Attendance Policy
1. You are allowed 4 hours of class absence (this is due to Spring Break & Good Friday exemptions
of class), regardless of the reason. Instructor does NOT need to know the reason for class
absence.
Tardiness/early departures leaving class for extended periods of time will be counted towards the
4 hours, and can result in withdrawal from class. It is the student’s responsibility to keep track of
their attendance. Absences/lates exceeding this will result in student withdrawal from the course.
Every hour of absence over the allowed 4 hours will result in 5 points deducted from the student’s
overall class grade.
IV. Assignments/ Assessments
1. Reflections paper (100 points): It is imperative that we look at our own history to understand
our future role in the education system. Write a reflection paper on your experiences which you
have encountered within the school system based on race, ethnicity, gender, etc. They can be
positive or negative experiences (with peers, or educators). Tell me your story of who you are
and where you have come from. Tell me what is important to you, with respect to your cultural
identity and how you identify yourself within society. *Maximum 5 pages.
2. Chapter Review Presentation (100 points): In a group, review the content in the assigned
chapter. Explain the key concepts, terms and stimulate classroom discussions around the topic.
Think about what you have learned and its implications on your teaching within a classroom. Use
any method you see fit. Try to be creative. See attached marking rubric. Presentations should
not exceed over an hour.
3. Tests (2 @ 150 pts)
COURSE TOTAL POINTS= 500
V. Grades (to calculate your grade, add the points earned on each assignment and assessment)
A=450-500
B= 400-449
C=350-399
D=300-349
F = <299