Kennesaw State University
University College
Graduate Division of First-Year Programs
Diversity in Higher Education
FYPA 7700
Instructor:
Instructor’s Email:
Instructor’s Telephone:
Credit Hrs:
3-0-3
Class Time: TBA
Prerequisite: FYPA 7000 or permission of the FYP Director of Graduate Programs
Course Description
This course provides students with a broad examination of cultures and diverse populations in higher
education. Additionally, this course introduces students to theories, research, and practices related to
diversity in higher education and compels students to explore how these may be applied in both
teaching in and administration of first-year programs.
Online Learning
Students in this class should realize the nature of the course in which they are enrolled. This is an
online class with no on-campus meetings scheduled. Therefore, there are no planned face-to-face
interactions between students or between students and the instructor. Students are encouraged to visit
the instructor on campus during office hours if geography allows, but this is not required. Students will
interact with each other and with the instructor virtually, through online discussions in GeorgiaView
Vista, email, virtual office meetings and instructor feedback.
An online course requires self-motivation and discipline on the part of the student. Thus, while this
course is designed to enhance student learning, the student is ultimately responsible for ensuring that
the learning takes place. Students will need to adhere to the course outline in order to remain current
with their readings and assignments. Although technical difficulties may arise from time to time, such
difficulties will not excuse late or missing work. Students are responsible for anticipating occasional
technology issues and for developing a contingency plan to deal with such issues (e.g., completing and
submitting work in advance of the due date/time and identifying alternate computer and Internet
access).
In the absence of face-to-face interaction, student-instructor interaction will be enhanced by a number
of mechanisms:
1. The instructor will maintain on-campus office hours. In addition, virtual office hours will be
held twice a week. These hours will be posted in GeorgiaView Vista once the course begins.
2. Students and the instructor will interact by email as needed. Student email will be typically
answered by the next business day or sooner, when possible.
3. The instructor will interact with students in discussion postings. As students post questions or
concerns, the instructor will respond and interact as appropriate.
4. The instructor will provide prompt feedback for submitted assignments.
5. Students are free to schedule on-campus appointments, phone calls, and other synchronous
interactions as needed.
Course Objectives
Upon completion of this course, students will be able to:
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Discuss issues, challenges, and opportunities for delivering equitable
education to students from diverse cultural backgrounds in a variety of
higher education settings.
Evaluate theoretical perspectives gleaned from current research on diversity
in higher education.
Examine and evaluate the diversity practices and cultural climate of first-year
programs at a postsecondary institution.
Produce an original research proposal on a diversity issue in higher education
Academic Integrity
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University’s policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of University
records or academic work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student identification
cards. Incidents of alleged academic misconduct will be handled through the established procedures of
the University Judiciary Program, which includes either an “informal” resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the
Code of Conduct’s minimum one semester suspension requirement.
Classroom Accommodations for Students with Disabilities
If you have any form of disability or impairment and need any special assistance, please let me know.
I assure you that anything you tell me in confidence will remain in confidence. Additionally, I advise
you to contact Carol Pope, Director of the Disabled Student Support Services, at 770-423-6443. The
office is located in the Student Center, Suite 267
Required Texts and Materials
Cuyjet, M., Howard-Hamilton, M.F. (2011). Multiculturalism on campus: theory, models, and
practices for understanding diversity and creating inclusion. Sterling, VA: Stylus Publishing,
LLC.
Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. (1999). Enacting diverse learning
environments: Improving the climate for racial/ethnic diversity in higher education. (ASHEERIC Higher Education Report Volume 26, No. 8). Washington, D.C.: The George
Washington University, Graduate School of Education and Human Development.
Nuri Robins, K., Lindsey, R.B., Lindsey, D.B., Terrell, R.D. (2005). Culturally proficient
instruction: A guide for people who teach. Thousand Oaks, CA: Corwin Press, Inc.
Harper, S.R., Hurtado, S., & Association for the Study of Higher Education. (2010). Racial and
ethnic diversity in higher education (3rd edition). ASHE Reader Series. Boston, MA: Pearson
Custom Publishing.
Supplemental Reading List
Banks, J.A., & McGee Banks, C.A (2004). Handbook of research on multicultural education. San
Francisco: Jossey-Bass Publishers, Inc.
Race in cyberspace, edited by Beth E. Kolko, Lisa Nakamura, and Gilbert B. Rodman. (2000).
New York, NY: Routledge.
There may be additional supplemental reading materials based on current literature in the field.
Assignments
1. Chapter Summaries/Weekly Reflections from Culturally Proficient Instruction: A Guide for
People Who Teach text – Each week, students will discuss a chapter from this text and then
post a weekly reflection. Each reflection should be a minimum of 15 sentences. Each reflection
should answer the questions: “How can concepts from this chapter be applied to an existing
assignment/curriculum?”; “How does this information relate to what I have seen or read in the
past?”; “What is the most salient point in this chapter?”
2. Discussion Posts –Students will contribute to ten online discussion topics related to the
assigned chapter for the week. Each post should be a minimum of 15 sentences and clearly
state your position and knowledge of the subject matter.
3. Article Critique - During week 4 students will choose a refereed journal article that describes
a study that examines issues/topics of diversity in higher education and/or diversity in FirstYear Experience programs and students will write a critique of that article. Please attach a copy
of the article with each critique. The article critique (3-4 pages, double-spaced, APA style).
Please see the Article Critique Rubric for essential elements necessary for this assignment.
4.
Book Review - By week 9 of the semester, students will be responsible for reading a book
related to diversity in higher education and offering a critique of the book. The book critique
should include a brief summary of the book (4-6 pages, double spaced, APA style). Please see
the Book Review Rubric for essential elements necessary for this assignment.
5. Higher Education Institution Evaluation - By week 14 of the semester, students will evaluate
diversity practices and cultural climate at a higher education institution and submit a 4-6 pages,
double-spaced, APA style paper that describes the institution. Please see the Higher Education
Institution Evaluation Rubric for essential elements necessary for this assignment.
6. Final Research Proposal – In 8-12 pages, double-spaced, APA style format, students will
write a research proposal that examines a specific concept/issue/phenomenon associated with
diversity in higher education. Please see the Research Proposal Rubric for essential elements
necessary for this assignment.
Evaluation and Grading
1. Points Assigned to Each Class Project:
200 points (20%)
Assignment 1-Chapter Summaries/Daily Reflections (10 chapters each
worth 20 points) from Culturally Proficient Instruction: A Guide for
People Who Teach text
100 points (10%)
Assignment 2-Discussion Posts (Based on readings from the ASHE
Reader and Enacting Diverse Learning Environments)
150 points (15%)
Assignment 3-Article Critique
150 points (15%)
Assignment 4-Book Review
150 points (15%)
Assignment 5-Higher Education Institution Evaluation
250 points (25%)
Assignment 6-Final Research Proposal
_________________
1000 points (100%) TOTAL POSSIBLE POINTS
2. Grading System:
900-1000 points =
800-899 points =
700-799 points =
A
B
C
600-699 points =
599 points or less =
D
F
Course Outline
1
Introduction & Overview
Syllabus and
Cook and Córdova (2008)
Article will be available on our web
portal
2
Demographic Trends Shaping
Higher Education
Harper & Hurtado -ASHE Reader
Chapters 1-4
Reflection #1 Due
3
The Historical Context
Harper & Hurtado -ASHE Reader
Chapters 5-9
Reflection #2 Due
4
Faculty Issues
Harper & Hurtado -ASHE Reader
Chapters 10-16
Article Research Critique Due
Reflection #3 Due
5
Curriculum/Teaching
Harper & Hurtado -ASHE Reader
Chapters 17-25
Reflection #4 Due
6
Research and Scholarship
Harper & Hurtado -ASHE Reader
Chapters 37-41
Reflection #5 Due
7
Awareness
Cuyjet & Howard-Hamilton
Chapters 1-4
Reflection #6 Due
8
Cultural Populations
Cuyjet & Howard-Hamilton
*Chapters 5-16 (Discussant’s Choice)
Reflection #7 Due
9
Book Research Critique Due
Cuyjet & Howard-Hamilton
Chapter 17
Cultural Competence in Practice
Reflection #8 Due
10
Leadership & Change
Reflection #9 Due
11
Social Justice and Civility
Reflection#10 Due
Enacting Diverse Learning
Environments –Pages 25-54
Enacting Diverse Learning
Environments –Pages 55-78
12
Connecting Theory to Practice
Enacting Diverse Learning
Environments –Pages 79-96
13
Higher Education Research
Critique Due
Enacting Diverse Learning
Environments –Pages 97-100
14
The Cumulative Effect
Race in Cyberspace
Preparing for Final Proposal
Excerpts will be available on our web
portal
15
Preparing for Final Proposal
Conclusions and Final Thoughts
16
Final Research Proposal Due
On-line Course Evaluations
Bibliography
Bean, J., & Eaton, S.B. (2001). The psychology underlying successful retention practices. Journal of
College Student Retention, 3(1), 73-89.
Elliott, Jane (2003). 30 minute blue eyed. Video. San Francisco: California Newsreel.
Hurd, S.N., & Stein, R.F. (2004). Building and sustaining learning communities. Boston: Anker
Publishing Company, Inc.
Laufgraben, J.L., & Shapiro, N.S. (2004). Sustaining and improving learning communities. San
Francisco: Jossey-Bass Publishers, Inc.
Nora, A., & Cabrera, A. F. (March/April 1996). The role of perceptions of prejudice and
discrimination on the adjustment of minority students to college. The Journal of Higher
Education, 67, 119-148.
Payne, R. K. (2005). A framework for understanding poverty. Highlands, Texas: aha! Process, Inc.
Sanders, James R. (1994). The program evaluation standards 2nd edition: How to assess evaluations of
educational programs. Thousand Oaks, CA: Sage Publications, Inc.
Stith, P.L., & Russell, F. (1994, May). Faculty/student interactions: Impact on student retention
programs. Paper presented at the annual forum of the Association for Institutional research, New
Orleans, LA.
Taylor, J.D., & Miller, T.K. (2002). Necessary components for evaluating minority retention programs.
National Association of Student Personnel Administrators Journal, 39(3), 266-282.
Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student
persistence. The Journal of Higher Education, 68, 599-623.
Terezini, P.T., Cabrera A.F., & Colbeck, C.L. (September/October 2001). Racial and ethnic diversity
in the classroom. The Journal of Higher Education, 72(5), 509-531.