EDL 8300 09.24.08
EDL Concentration for EdS
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EdS Program
I.
COURSE: EDL 8300 Intercultural Communication and Global Learning
Credit: 3 Credit Hours
II.
INSTRUCTOR:
Office:
Phone:
III.
IV.
E-Mail:
Office Hours:
CLASS MEETINGS
Dates: TBA
Day/Times: TBA
Bldg/Room: TBA
TEXTS & READINGS:
Required Text:
Martin, J. N. & Nakayama, T. K. (2007). Intercultural communication in contexts (4th ed).
Boston, MA: McGraw-Hill.
Supplemental Readings:
Spring, J. (2006). Pedagogies of globalization: The rise of the educational security state.
Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Swarez-Orozco, M. & Qin-Hilliard, D. B. (2004). Globalization: Cultural and education in the
new millennium. Berkeley, CA: University of California Press.
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V.
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COURSE CATALOG DESCRIPTION
The increasing diversity of our schools, the commitment to standards, and NCLB requirements
make competence in intercultural communication a basic requirement for all educators. Of equal
importance for educators is the development of knowledge and skills in global learning. This
module addresses the practical application concepts in distributed leadership, particularly as they
relate to building relationships with colleagues, students and families from other cultures. The
primary goal of this course is to assure that all students have equitable opportunities to achieve
academic excellence in the state-approved curriculum. This course will be offered in a
performance-base format.
VI.
JUSTIFICATION
The residency module is framed within Distributed School Leadership Practice (DSLP), one of the
leading authors of which is James Spillane of Northwestern University in Chicago, Illinois. Early in
2006, Spillane rejected the commonly held notion that leadership was either the act of a heroic
individual or of several individuals who shared leadership responsibilities. In his book, Distributed
Leadership, Spillane postulates that “…leadership…is a practice…that is the product of joint
interactions of school leaders, followers and aspects of their situation such as routines and tools” (p.
3).
Because this understanding is essential to improving schools in Georgia (see Georgia Leadership
Institute for School Improvement – GLISI – at www.galeaders.org), this residency module is
required of all members of the EdS/EdD cohort in Educational Leadership. The course is taught by
faculty with expertise in school leadership, collaboration, and diversity. Topics are presented in an
integrated manner, such that school transformation is seen as whole school reform initiative where
performance-based practice is the hallmark (Leithwood, Day, Sammons, Harris, & Hopkins, 2006)
and the tenets of Distributed School Leadership Practice (Spillane, 2006), therefore, are embedded
within all activities.
Program design supports team building and connections among school districts (building and
system), universities, and beginning leadership candidates. This design is consistent with the
Bagwell College of Education goal of providing a collaborative framework for developing
expertise in teaching, learning, and leadership within the EdS and EdD program. It is anticipated
that participants will mirror this expectation in their future organizational settings. Residency
module activities are problem-based and assist individuals in developing an internal focus and
disposition to meet the challenges and opportunities within leadership practice in their respective
career paths and organizational settings (Educator Preparation Rule 505-3-.58, Educational
Leadership Program).
The increasing diversity of our schools, the commitment to standards, and NCLB requirements
make competence in intercultural communication a basic requirement for all educators. Of equal
importance for educators is the development of knowledge and skills in global learning. This
residency module addresses the practical application concepts in distributed leadership,
particularly as they relate to building relationships with colleagues, students, and families from
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other cultures. The primary goal of this residency module is to assure that all students have
equitable opportunities to achieve academic excellence in the state-approved curriculum.
The purpose of the residency module is to prepare educators with knowledge and skills in
intercultural communication and global learning essential for creating learning environments
where all students can achieve high academic standards. This residency module responds to the
changes in demographics and technology that have dramatically impacted Georgia schools.
Competency in Intercultural Communication is a valuable tool for helping teacher educators
developing a socio-culturally appropriate pedagogy that enhances the academic success of
linguistically and culturally diverse students. An understanding of how diverse students learn
should not be based on stereotypes, or a received view of culture, in which assertions are made
about the traditional roles of teachers and students and approaches to learning, often in reference
to western culture. By adopting intercultural variation in learning and teaching as a reference
point in the analysis of teaching methodology, teachers learn how to analyze the demands of new
contexts for teaching and to diversify their teaching methodology as needed.
VII.
CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching, Learning & Leadership
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates at the doctoral level develop into leaders for learning and facilitators of the
teaching and learning process. Finally, the PTEU recognizes values and demonstrates
collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Use of Technology: Technology Standards for Educators are required by the Professional
Standards Commission. Telecommunication and information technologies will be integrated
throughout the master teacher preparation program, and all candidates must be able to use
technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and use
instructional media. They will master use of productivity tools, such as multimedia facilities,
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local-net and Internet, and they will develop the confidence to design multimedia instructional
materials, and create WWW resources.
The students will be linked through WebCT Vista and via a listserv that will be utilized in
processing the comprehensive experiences of the doctoral program. The members of each cohort
will be linked in a similar way as they move through the program. The emerging technologies
will be utilized with the parallel expectation that participants demonstrate a high degree of
technological literacy in retrieving and sharing information and resources.
Educational Specialist and Doctorate of Education
The knowledge, skills and dispositions (KSD’s) of the graduates of the Doctorate of Education
program in the Bagwell College of Education reflect the unique aspects of this degree.
Collaboratively developed by faculty from across the university and in consultation with
community/school partners, these outcomes and proficiencies delineate the high expectations we
have for graduates who will be Leaders for Learning. Clearly, the proficiencies reflect the
complex nature of student learning in advanced degree programs leading to a terminal degree.
Consequently, many of the proficiencies listed below incorporate aspects of knowledge, skills
and dispositions within a single proficiency. These proficiencies are clearly linked to our
conceptual framework, The Collaborative Development of Expertise in Teaching, Learning and
Leadership.
VIII. GOALS, OBJECTIVES AND PTEU PERFORMANCE OUTCOMES:
The Professional Teacher Education Unit prepares school leaders who understand their
disciplines and principles of pedagogy, who reflect on their practice, and who apply these
understandings to making decisions that foster the success of all learners. As a result of
the satisfactory fulfillment of the requirements of these courses, participants will
demonstrate outcomes that embody the constructs of DSLP, the ten BOR Performance
Strands, the ELCC standards, the PSC standards for Residency, and the roles
recommended by Georgia’s Leadership Institute for School Improvement (GLISI). As
this course is outcomes-driven, successful individuals must provide evidence of meeting
the following complementary PTEU EdS/EdD Performance Outcomes:
1. Fosters an organizational culture that facilitates development of a shared
vision, school improvement and increased learning for all students.
2. Implements sustainable educational change and process improvement.
3. Creates 21st century learning environments that advance best practices in
curriculum, instruction, and assessment.
4. Engages in applied research that supports data-driven planning and decision
making for the improvement of schools and learning.
5. Builds collaborative relationships, teams and community partnerships that
communicate and reflect distributed leadership for learning.
6. Embraces diversity by demonstrating intercultural literacy and global
understanding.
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7. Facilitates professional learning and development that enhance and improve
professional practice and productivity.
8. Exercises professionalism and ethical practice.
**Residency/Performance-Based structure meets Standard 7 for ELCC and PSC
http://www.gapsc.com/Rules/Current/EducatorPreparation/index.asp
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf
EDL Course Objectives (KSD)
1.Develop a dialectical approach for
understanding intercultural communication.
(KSD)
EdS/EdD
GLISI Leader
PTEU
Roles
Performance
Outcomes
Change
ELCC/
PSC
Standards
BOR
Strands
4, 5
9, 10
6
9, 10
2, 5
9, 10
1, 2, 6
Relationship
2. Demonstrate an understanding of the
importance of the roles of social context and
power in intercultural communication.
(D)
1, 2, 6
3. Reflect on the influence of own culture on
intercultural communication.
(SD)
3, 6, 7
4. Demonstrate an understanding of cultural
identity and the role of cultural biases in
intercultural interactions.
(KSD)
3, 6, 7, 8
Change
Relationship
3, 6
9, 10
3, 6, 7
Curriculum,
Assessment &
Instruction
3, 6
2, 9. 10
5. Demonstrate an understanding of the impact
of verbal and nonverbal coding systems in
intercultural communication.
(K)
Change
Relationship
Change
Relationship
Change
Relationship
6. Demonstrate an understanding of the
connections among culture, language, and
learning.
(K)
7. Apply a dialectical approach to understanding
intercultural communication in educational
contexts.
(KS)
6, 7
Data Analysis
2
4, 9, 10
1, 2, 6, 7
Change
3, 6
9, 10
Relationship
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IX.
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COURSE REQUIREMENTS AND ASSIGNMENTS:
The Residency Module Structure:
This is one of six modules together which comprise 18 of the 33 credit hours in the Educational
Leadership strand of the EdS program in Leadership for Learning. Each module requires a
minimum of 120 contact hours for three credit hours of residency developed to comply with the
PSC Educator Preparation Rules 505.3-.58 (PSC and ELCC Standard 7). ELCC standard 7.1.b
requires a six month (or equivalent) full time internship experience. Full time is defined as the
number of contact hours per week required for attendance by a full-time student, receiving
federal financial assistance (generally 9-12 contact hours per week). To meet this requirement
50% of total program requirements will be completed in a school/system performance based
structure. Specifically the Rule states, “Candidates participate in performance based activities
that provide significant opportunities for candidates to synthesize and apply the knowledge and
practice and develop the skills identified in core knowledge standards through substantial,
sustained, standards-based work in real settings, planned and guided cooperatively by the
institution and school district personnel and with assessment the responsibility of the
institutions.” In short, performance-based is defined as “real work, in real time, in the real
school working environment” (GLISI, 2008). With the exception of at least three on-campus
seminars, module activities and requirements will be completed at the school/system sites. In
accordance with the PSC rule, the Candidate’s activities will be developed, monitored, and
assessed by the Beginning Leader Candidate Support Team (BLCST). As a part of the
performance-based leadership program, the BLCST will develop an Individualized Induction
Plan to define which artifacts and performances will be used as evidence to address the PSC
Leadership Standards/Elements 1-6 (PSC Educator Preparation Rules 505.03-.01. and 505.3.58). In further compliance with the PSC rules, the module activities were developed in
collaboration with partner schools and districts to ensure that activities reflect work in “real
settings.”
The Individualized Induction Plan:
Requirements for the plan will be agreed upon by the team, including the Beginning Leader
Candidate, at the beginning of the residency. This plan will guide the residency and should
provide the Beginning Leader Candidate with substantial responsibility that increases over time
and in complexity and involves direct interaction with appropriate staff, students, parents, and
community leaders (GLISI Module for Developing a Performer Path Plan Mapping Exemplary
Performances may be used for guidance).
The Individualized Induction Plan should:
 be based on Leadership Standards/Elements 1-6 and demonstrated in a way that
quality performance can be objectively assessed;
 include a timeline that reflects time and responsibility and that evidences completion
of all performances as required by the end of the residency;
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clearly describe for the Beginning Leader Candidate how performance will be
assessed and at what points in the program assessments will occur;
include description, evidence, and artifacts sufficient to evaluate the performance;
address substantive issues that have already been empirically determined as important
or that are determined by the Beginning Leader Candidate based on real world data;
and
assure that activities occur in multiple settings and require interaction with
appropriate educators, parents, and community organizations such as social service
groups, local businesses, community organizations, and parent groups.
Assessment of the Beginning Leader Candidates should:
 include specific criteria to assure performance on Standards/Elements 1-6 including
both quantitative and qualitative measures;
 include descriptions of formative and summative assessments , and remediation, as
needed;
 reflect on performance-based responsibilities that continue to increase with
complexity and job-embedded performances (where reasonable); and
 assign responsibilities for assuring assessments are completed and feedback given,
as appropriate.
Building level or system level residency
Residency requirements must be completed at the building or system level depending
upon the position held, and must fully demonstrate mastery of the required Leadership
Standards. Elements from the ELCC/PSC standards address specific context for meeting
the standards. The Beginning Leader Candidate Support Team will determine the extent
to which activities will be adapted to the building level, the system level, or both.
According to PSC Educator Preparation Rules 505.3-.58:
Candidates who are assigned to building level leadership positions will demonstrate
knowledge and skills required for building level educational leaders by demonstrating
performance proficiency of the standards and elements listed in the document, Standards,
Elements, and Indicators for the Preparation of Georgia Educational Leaders.
Candidates who are assigned to system level leadership positions will demonstrate
proficiency in the standards and elements listed in Standards, Elements, and Indicators
for the Preparation of Georgia Educational Leaders for system level leaders.
Candidates may add the other leadership area (building or system) by completing the
program requirements for a position in the other area. Only the standards and elements
that specifically pertain to the area not previously completed (building or system level)
are required for adding the other program.
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Supervised Residency
The Candidate’s residency will be supervised by a Beginning Leader Candidate Support Team
(BLCST). The BLCST will be comprised of the candidate, the university supervisor, a trained
and qualified coach, a mentor from the building level or system level. The team
will meet at least three times during the entire residency period (during the course of the six
residency modules), will create the candidate’s Individual Induction Plan, establish observation
experiences, examine the candidate’s portfolio, evaluate progress and establish areas of need,
and determine if the residency requirements have been satisfactorily met. In addition to the initial
BLCST meeting, the candidate and the coach will participate in at least 4 coaching sessions
during the six module span of the six module residency. In addition to the initial BLCST
meeting, the building level or system level mentor will guide the beginning leader to apply the
knowledge and skills specified in the induction plan by directly observing the candidate’s
performance on-site followed by feedback for a total of 36 contact hours over the duration of the
program.
Definition of terms
Coaching – A developmental process that builds a leader’s capabilities to achieve professional
and organizational goals. The coaching is conducted through one-on-one and group interactions,
driven by evidence/data from multiple perspectives, and is based on mutual trust and respect.
(GSAEC Guidelines for Graduate Academic Programs in Executive Coaching.
http://www.gsaec.org/curriculum.html )
Leader (Candidate) – An individual candidate in the program who has the potential to make a
significant contribution to the mission and purpose of the organization.
http://www.gsaec.org/curriculum.html
Coach – An individual who works with the coachee (candidate) to develop and implement
strategies to improve his/her performance as a leader (Whitmore, 2005). The coach is external to
the organization and is separate from the formal evaluation process. (Hall, Otago, & Hollenbeck,
1999 as cited in Sue-Chan, Latham, 2004).
Mentor – An individual who is in a professional relationship with the candidate in the same
organization and is considered an expert in the field of study and provides guidance, knowledge,
opportunities to lead, and advice on an ongoing and regular basis through the program of study.
The mentor serves as a part of the team that oversees the development of the candidate and
evaluates his/her performance.
University supervisor - A Kennesaw State university instructor who is responsible for
coordinating and supervising the candidate’s overall experiences during the module. The
supervisor will work with the Beginning Leadership Candidate’s Support Team in developing a
professional residency plan to suit the candidate’s professional needs.The university supervisor
negotiates final approval of the candidate’s activities and experiences at the school/district level
and provides the final assessment for the program requirements in each individual module.
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Portfolio and Capstone Experience.
The candidate will develop a portfolio containing artifacts that address skills, knowledge, and
dispositions in alignment with the six PSC standards described in the PSC Educator Preparation
Rule 505.3-.58. The portfolio will describe how the candidate has met specific criteria set out in
the PSC rule (qualitative and quantitative) and includes descriptions of formative and
summative assessments and reflections on performance-based responsibilities that increase with
complexity and job-embedded performances. The candidate will complete a capstone research
project that will be presented to the Professional Teaching Unit.
Instructional Methodology:
The candidates and university supervisor will use WebCT Vista for communication and course
management. Please check daily for postings, mail, and announcements. Instructional methods
may include, but are not limited to:





Problem-Based Learning
Proficiency Examination
Cooperative Learning
Document-Based Inquiry
Case Study Analysis
In-Field Performance-Based Activities Designated by the University for
All Candidates (45%)
Assignments will be determined in collaboration with the sponsoring school/system. A minimum
of 45% of total assignments will be determined by the university and will include but are not
limited to:
Attendance and Participation: Attendance and participation in all university and school/system
based activities is required for successful completion of module activities.
Seminars: Students will be required to attend a minimum of three (3) seminars. The purpose of
the seminars is to provide a value-added component to the residency. The seminars will be
structured to meet student needs. Possible topics include:
 Foundations of Intercultural Communication
 Intercultural Communication in Education Settings
 Global Learning and its Implications
Reflective Journal: Using “reflect-in” and “reflect-on” strategies, candidates will maintain a
weekly journal reflecting on their experiences and learning (Schon, 1991)
Theoretical Framework Support:
Assessment:
Course Objectives:
Schön, D. A. (1991). The reflective turn: Case studies in
and on educational practice.
Holistic
All objectives
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Portfolio: Candidates will develop and maintain a portfolio for the entire EdS program. Each
term, the candidate will submit one artifact from the University assignments and one from the
School/System assignments to the university’s electronic Chalk & Wire portfolio management
system.
Theoretical Framework Support:
Assessment:
Course Objectives:
Required Activities:
GLISI Guidelines
Holistic
All objectives
Collaborative Decision Making: Work with the leadership team of the building/system to
engage families and other stakeholders in the school/district decision process reflecting an
understanding that schools are an integral part of the larger community. Use journals to
document and reflect on the collaboration process and the result focusing on the lessons learned
regarding communication issues and understanding among all groups involved.
Theoretical Framework Support:
Assessment:
Course Objectives:
Martin & Nakayama (2007); Spring (2008)
Rubric
5, 7
Diversity Action Plan: Candidate will lead a team in conducting a diversity assessment of the
building/system and develop a plan for addressing identified needs of diverse learners. The
assessment section will include demographic information of the students, teachers,
administrators, staff, and the community; curriculum information; teacher information (their
preparedness) and assessment data (results of standardized and local school assessment data and
strategies in place to address the academic needs of diverse students). The plan section will
include research based recommendations to the building/system and the assessment to monitor
the future implementation of it. The project will include acquiring buy-in from the team, working
with relevant staff, and proposing at least two strategies for implementing the plan. The plan will
capitalize on the diversity (cultural, linguistic, and ethnic diversity; multiple needs of language
learners; gender-based issues and organizations; learners with special needs; and learners from
low socio-economic levels; sexual orientation and international perspective) of the school
community to improve school programs and meet the diverse needs of students
Theoretical Framework Support:
Assessment:
Course Objectives:
Martin & Nakayama (2007); Spring (2008)
Rubric
All objectives
Presentation of Diversity Action Plan: Share the above assessment data, the recommended
plan and strategies to monitor the implementation with the faculty and administration.
Theoretical Framework Support:
Assessment:
Course Objectives:
Martin & Nakayama (2007); Spring (2008)
Rubric
All objectives
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Diversity Interview: Identify a sub-group of diverse students needing additional support to
succeed academically. Interview and observe these students and their families to better
understand their needs, identify research-based strategies or successful practices in the school
district or other districts, implement them, and monitor the results.
Theoretical Framework Support:
Assessment:
Course Objectives:
Martin & Nakayama (2007); Spring (2006 & 2008);
Suarez-Orozco & Qin-Hilliard (2004)
Rubric
All objectives
Action Research Project: The candidate will lead teachers in an action research project by
examining the effect of active parental and/or community support in school related activities on
student learning. The research may focus on: a) use of interpreter/translator; b) implementation
of tutoring strategies; c) teaching special skills; d) sharing diverse cultures and traditions; or e)
describing other support systems (Other topics addressing special needs of the school is
acceptable). This is a Chalk & Wire Activity.
Theoretical Framework Support:
Martin & Nakayama (2007); Spring (2006 7 2008);
Suarez-Orozco & Orin-Hilliard (2004)
Assessment:
Rubric
Course Objectives: All objectives
Global Initiative Project: Develop a global learning initiative (such as sister school relationship
for academic and cultural exchange programs) in collaboration with faculty, administration,
students and community. Upon completion, report on the process, analyze the strengths and
weaknesses, reflect on the lessons learned, and make suggestions for refinement.
Theoretical Framework Support:
Assessment:
Course Objectives:
Martin & Nakayama (2007); Spring (2006 7 2008);
Suarez-Orozco & Orin-Hilliard (2004)
Rubric
All objectives
In-Field Performance-Based Requirements Designated by the School/System for Each
Individual Candidate Based on a Diagnosis of Needs (55%)
In compliance with PSC Educator Preparation Rules 505.3-.58 (Standard 7) that the learning of
beginning leaders should be contextually based and guided by real school environments, a
minimum of 55% of activities will be identified in collaboration between the university and the
school/district and will be based on a diagnosis of the candidate’s needs using the GLISI
Competency Models and/or other sources of job-embedded needs.
Other Activities: As determined by School/System in collaboration with the University.
Theoretical Framework Support:
Leader Performance and Supply Performance
Support: Competency Models (SREB 2007); GLISI
Modules.
Assessment:
Holistic
Objectives:
As determined through diagnosis by BLCST
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X.
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EVALUATION AND GRADING:
Evaluation:
University Assignments
School/System Assignments
45%
55%
Grading:
A= 90% -100%
B= 80% - 89%
C= 70% - 79%
F= 69% or lower
Note: All written work should reflect careful organization of material and the high standards of
investigation associated with college-level studies. Papers should be typewritten, on 8 1/2 x 11
in. paper, double-spaced and at 10-12 font. All work submitted that requires documentation
should follow APA format. Manuscripts must be proof read to ensure accuracy in spelling,
punctuation, and grammar. Written work should be attractive and neat -- ESPECIALLY WITH
MATERIALS INTENDED FOR STUDENT USE.
While the college standard for evaluation of papers and tests is listed above, the university
supervisor and school mentor in this course will use alternative assessment strategies. Evaluation
is a difficult process in every course. It is especially difficult to quantify the internal process of
developing dispositions of ethics, character and leadership. This development is unique to each
individual and must be recognized by each individual. Rubrics will be shared with candidates as
a means of establishing an understanding of expectation of graduate study in the BCOE and at
KSU.
The emphasis on the individual student as an evaluator is in keeping with the reality that future
administrators/leaders will be expected to be involved in the evaluation and assessment activities
as part of their own continuing professional development and that of those with whom they work
in organizational setting as they continue their professional careers.
The university supervisor and school mentor contribute to the evaluation process by taking into
consideration student preparation for class sessions, level of participation in class, individual
and group projects/reports individual conferences, and the capstone product for the educational
specialist seminar.
Every effort will be made by the university supervisor and school mentor to be fair and
equitable in the assignment of grades through multiple processes noted above. In the final
analysis, the assigned grade will be based on the best professional judgment of the professor(s)
and supervisor(s).
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XI.
TENTATIVE COURSE OUTLINE
Date
Activity
Beginning of *Seminar: (Required
Term
for continual
enrollment)
Introduction to
Residency Module
TBA and as
Needed
Meetings, observations,
and conferences
Mid-Term
*Seminar: Reviewing
progress
End of
Term
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GLISI PerformanceBased Modules
*Seminar: Debriefing
Assignment Due
Readings as
assigned
Progress Reports
on Projects
All Assignments
Due
Participants
All members of the Beginning
Leader Candidate Support
Team (BLCST)
All BLCST or specific
members of BLCST as needed
and required
All BLCST or specific
members of BLCST as needed
and required
All BLCST or specific
members of BLCST as needed
and required
*Seminars are not included in the minimum 120 contact hours of performance-based
activity for the Residency Module.
XII.
POLICIES
Diversity: A variety of materials and instructional strategies will be employed to meet the needs
of the different learning styles of diverse learners in class. Candidates will gain knowledge as
well as an understanding of differentiated strategies and curricula for providing effective
instruction and assessment within multicultural classrooms. One element of course work is
raising candidate awareness of critical multicultural issues. A second element is to cause
candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required. Please be aware there are
other support/mentor groups on the campus of Kennesaw State University that address each of
the multicultural variables outlined above. The development of an appreciation of diversity as a
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core organizational value and its use as a resource will give direction to the activities of the
doctoral seminar and of the whole doctoral program. Consideration will be given to diversity in
developing the membership of the cohorts in the interest of ensuring that the collaborative cohort
experience contributes to the development of such personal and organizational core values.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Faculty of the EdS and EdD programs
abide by the policies and guidelines established by the university in their expectations for
candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of
academic honesty as stated in the graduate catalog. Any candidate who is found to have violated
these guidelines will be subject to disciplinary action consistent with university policy. For
example, plagiarism or other violations of the University’s Academic Honesty policies could
result in a grade of “ F” in the course and a formal hearing before the Judiciary Committee.
Papers should be a synthesis of information reported in your own words and with proper
documentation.
Professionalism- Participation/Attendance/Submission of Assignments/Use of Technology
During Class/Seminars: Part of your success in this course is related to providing peer reviews
and feedback to your colleagues regarding course assignments; participating and interacting in
course activities; collaborating and working equitably with colleagues; and treating colleagues
and the professor with respect both in and out of class. Furthermore, responding effectively and
appropriately to feedback from your peers and the professor/supervisor is another measure of
your professionalism. Please be prepared by bringing all materials and readings to meetings and
seminars. All readings assignments must be completed prior to meetings and seminars. We
depend on one another to ask pertinent and insightful questions.
Professionalism also includes appropriate audience behaviors during lectures and presentations.
When someone is speaking to the group or making a presentation, professionals do not engage in
conversations or other distracting behaviors that detract from the audiences’ attention to the
speaker.
Absences may be considered excused only in the case of personal or a professional emergency
and only if approved by the professor/supervisor in advance or as soon as possible after the
emergency event.
Assignments are due on the assigned date. Late assignments will not be accepted by e-mail or
hard copy without approval and may require documentation of a personal or professional
emergency. Re-submission of assignments for improved grades will not be considered unless
specifically determined to be appropriate by the professor.
Using technology during class/seminar (laptops, cell phones, etc.) to check personal e-mail or
engage in activities not associated with course content is not acceptable and will likely result in
a reduction of course participation points. Engaging in personal conversations while
professor/supervisor or groups are presenting is not acceptable and will likely result in a
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reduction of class participation points. A break will be provided for snacks and personal use of
technology.
In sum, a lack of professionalism will likely result in grade reduction.
XIII. REFERENCES AND BIBLIOGRAPHY
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Bennett, J.M. (1993). Cultural marginality: Identity issues in intercultural training. In M.R.
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Brislin, R.W. (1993). Understanding culture's influence on behavior. Fort Worth, TX: Harcourt
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Hall, E.T. (1976). Beyond culture. New York: Anchor Books.
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McGraw-Hill.
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Mestenhauser, J. A., Marty, G., & Steglitz, I. (Eds.) (1988). Culture, learning, and the
disciplines. Washington, D.C.: National Association for Foreign Student Affairs.
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in educational leadership.
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California: Wadsworth.
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Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
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Storti, C. (1999). Figuring out foreigners: A practical guide. Yarmouth, ME: Intercultural Press.
Storti, C. (1997). The art of coming home. Yarmouth, ME: Intercultural Press.
Storti, C. (1990). The art of crossing cultures. Yarmouth, ME: Intercultural Press.
Sue-Chan, C. and Latham, G. P. (2004). The relative effectiveness of external, peer, and
self-coaches. Applied Psychology: An International Review, 53(2), 260-278.
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Swarez-Orozco, M. & Qin-Hilliard, D. B. (2004). Globalization: Cultural and education in the
new millennium. Berkeley, CA: University of California Press.
Ting-Toomey, S., & Korzenny, F. (1989). Language, communication, and culture. Newbury
Park, CA: Sage.
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Park, CA: Sage.
Websites:
http://www.aare.edu.au/03pap/mul03491.pdf
http://www.doe.k12.ga.us/
http://www.gapsc.com/TeacherEducation/Rules/505-3-.58.pdf
http://www.galeaders.org/site/news/newitems/news_06162005_001.htm
http://www2.bc.edu/~hargrean/docs/seven_principles.pdf
www.ic21.org (Associated School Project of UNESCO)
www.iearn.org (I*EARN)
www.globalschoolnet.org/index.cfm (Global School Net)
http://www.iecc.org/ (Intercultural E-mail Classroom Connections)
http://www.kidlink.org/ (KIDLINK)
http://www.un.org/Pubs/CyberSchoolBus/index.shtml (United National Cyberschoolbus)
http://www.peacecorps.gov/wws/ (World Wise Schools)
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