KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY & EARLY CHILDHOOD EDUCATION
Fall SEMESTER XXXX
Kennesaw State University
Bagwell College of Education
Department of Elementary and Early Childhood
INSTRUCTOR:
OFFICE HOURS:
OFFICE LOCATION:
OFFICE PHONE NO.
CLASS MEETINGS: TBA
COURSE TITLE: ECE 7513 Diversity and Global Education
COURSE DESCRIPTION:
The purpose of this course is to prepare teachers for globally impacted classroom filled with
students from domestic, intercultural and multicultural backgrounds. Teachers that have the
knowledge, skills, and attitudes to understand world cultures and events; analyze global systems,
appreciate cultural differences, and apply this knowledge and appreciation to their lives as master
teachers, and world citizens.
REQUIRED TEXT:
Brown, S. C. and Kysilka, M. L., (2009). What every teacher should know about
multicultural and global education. Boston: Pearson.
Terrell, R. D., and Linksey, R. R., (2009). Culturally proficient leadership: The
personal journey begins within. Thousand Oaks, CA: Corwin Press.
Purpose of the Course:
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 To develop teachers who are knowledgeable about world regions, international issues in
the 21st Century as well as the diverse American and International cultures.
 To prepare teachers who are capable of becoming world citizens able to take advantage
of international opportunities and challenges.
 Teachers who see multicultural education and international education as “two parts to
the same theme of how…” we can build a better world locally, nationally, and
internationally (Brown and Kysilka, 2009). “To prepare teachers who support global
education and with to enlighten and empower students for social good.” (Ibid)
 “Definition of global education: Multicultural and global education can be seen as the
educational process of acquiring certain knowledge, skills, and values to participate
actively in a complex, pluralistic, and interconnected world society and to work together
for change in individuals and institutions in order to make that world society more just
and humane.”
1. To develop a citizenry and work force knowledgeable about world regions, cultures, and
international issues;
2. To prepare experts and leaders in business, politics, and all major professional fields who are
capable of addressing international opportunities and challenges;
3. To increase our ability to communicate in languages other than English; and
4. To connect young people in the U.S. directly with young people in other countries so that they
can learn to build their common future (Brown, S. C. and Kysilka, M. L., 2009).
II. CONCEPTUAL FRAMEWORK
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 are 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
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and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
III 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.
IV. USE OF TECHNOLOGY:
Integrated Use of Technology: The Bagwell College of Education recognizes the
importance of preparing future educators and K-12 students to develop technology skills
that enhance learning, personal productivity, decision making, their daily activities in the
21st century. As a result, the ISTE NETS*T Technology Standards for Teachers are
integrated throughout the teacher preparation program enabling teacher candidates to
explore and apply best practices in technology enhanced instructional strategies.
Specific technologies used within this course include:
WebCT discussions on the:
Internet
Internet research
Email
Word
V. IMPACT ON STUDENT LEARNING ANALYSIS:
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It is our assumption that you are already assessing the influence of your instruction on
your students’ learning and that you are considering what factors, such as student
diversity, might affect your students’ achievement. For this assignment, you will select a
lesson, activity, unit, or skill that you plan to teach this semester and analyze its impact on
your students’ learning. Then, you will reflect on the impact on your students’ learning on
that particular lesson, activity, unit, or skill using the “Impact on Student Learning
Analysis” Rubric as a guide. You will want to consider how the differences that every
student brings to the classroom setting may have influenced learning (see definition of
“every student” at the top of attached “Impact on Student Learning” rubric). Unless your
program area tells you differently, the length of the reflection is up to you, but it should
be concise. (See Directions for “Impact on Student Learning Analysis” that accompanies
the Rubric for greater detail.)
VI. PROFESSIONAL PORTFOLIO NARRATIVE:
A required element in each portfolio for the Graduate Program is the portfolio narrative.
The purpose of the portfolio narrative is to ensure that every candidate reflects on each of
the proficiencies on the CPI with regard to what evidence the candidate has selected for
his/her portfolio. In your portfolio, you need to include a brief narrative in which you
reflect on each proficiency and how you make the case that the evidence you have
selected in your portfolio supports a particular proficiency, using the Portfolio Narrative
Rubric as a guide. Unless you are told differently by your program area, the length of the
reflection is up to you, yet it should be concise.
VII. 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
VIII. ATTENDANCE POLICY:
Expectations for attending class are in accordance with the statement on attendance set
forth in the 2007-2008 Kennesaw State University Graduate Catalog. Every student is
expected to attend all class sessions. Class discussions, group work, and peer review all
require students to be in attendance for every class. All students will be allowed one class
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absence for either Back to School Night, PTA, or family emergency or illness. After the
first absence 5 points will be deducted for each additional absence.
Field Component for all Graduate Syllabi:
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and school-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not
limited to, attending and presenting at professional conferences, leading or presenting
professional development activities at the district level, participating in educationrelated community events and graduate class sponsored field experiences. As you
continue your educational experiences, you are encouraged to explore every opportunity
to learn by doing.
XIV. REQUIRED GOALS/COURSE OBJECTIVES:
The KSU teacher preparation faculty is strongly committed to the concept of teacher
preparation as a developmental and collaborative process. Research for the past 25 years
has described this process in increasingly complex terms. Universities and schools must
work together to successfully prepare teachers who are capable of developing successful
learners in today’s schools and who choose to continue their professional development.
XI. Course Objectives:
1. Candidate will be able to explain and apply concepts from Milton Bennett’s: A
Developmental Model on Intercultural Sensitivity.
Identify and explain the first three DMIS stages:
a.
b.
c.
d.
e.
f.
Denial of difference
Defense against difference
Minimization of difference
Acceptance of difference
Adaptation to difference
Integration of difference
2. Candidates will be able to describe the American cultures that make up the diversity
seen in American schools.
a. Candidates will be able to describe characteristics of diverse families
including:
1. Caucasian European American families for diverse ethnic groups.
2. The different types of African American and Black families.
3. The different types of Asian Families.
4. The different types of Latino Families.
5. The different types of American Indian Families
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6.
7.
8.
9.
10.
Immigrant and Refugee Families
Families Living in Poverty
Bicultural, Biracial and Blended Families
Mid-Eastern Cultures
Urban Families
3. Candidates will be able to describe way of communicating with diverse parents
described above.
4. Candidates will discuss the nature of the current administration’s educational reform
efforts as it relates to diversity and the roles individual teachers can play in the reform
movements in their own classrooms.
5. Candidates will be able to explain the main causes of world hunger and the progress
that has been made by the United Nation’s Millennium Goals related to world
poverty.
6. Candidates will be able to discuss legal issues, i.e., immigration, that may impact
contemporary systems of education and classroom issues.
7. Candidates will be able to explain the interrelatedness of global problems; specifically
world population, food, technology, and education, environment including global
warming.
8. Candidates will be able to understand and define sexual orientation and how it may to
approach and deal with the treatment of students based on their sexual orientation.
9. Candidates will be able to identify aspects of classroom diversity needs for the gifted,
students with all types of special needs in the classroom.
10. Students will be able to identify barriers and aspects of support for working with
limited language proficient students including second language learners, students with
ethnic (i.e., Black dialects, Asian Dialect, Spanish Dialects and Southern dialects) all
which need special attention in the classroom.
11. Candidates will be able to explain from a culture of family violence characteristics
and implications.
12. Candidates will be able to identify different religions and its influence on the families
culture and classroom needs.
13. Ethics.
X. COURSE REQUIREMENTS AND ASSIGNMENTS
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1. Text Analysis
Candidates will select a text in which to analyze the support and instruction for
diversity and global concepts. Some examples of items to look for are historical
accuracy, portrayal of diverse real world applications that diverse students can collect
with pictures and illustrations, ease of use, offensive or bias information, and use of
stereotypes.
2. Abstracts
The candidate will find 2 or 3 research articles on a topic of interest within the realm
of global learning and write an abstract on the article. The abstract cannot be copied
from the article itself. It should be concise but comprehensive. Purpose,
methodologies, and results must be included. Each abstract may not be more than a
single page double spaced (APA guidelines apply).
3. Case Study
Candidates will select a child from the community that possible does not attend
his/her class and represents a different culture than the teacher. The candidate will
interview the child and the family. The candidate will explore the community the
child is from. The culture of the family and the community contexts will be discussed
in a paper. The candidate will also gather information about the child’s schooling and
discuss issues such as school success, challenges and strengths, and possible
difference between instruction and culture. Other areas to include are child rearing
beliefs, value of education, guidance and disciplinary practices, worth ethic, and view
of self. All of these issues should be discussed and include educational implications.
A connection to research should be included and implications of education for this
child should be discussed (APA guidelines apply).
4. Global Learning Presentation
Candidates will research one of the five aspects of global learning and give
permission to the class. Aspects to explore and share are: impact on the topic to the
students, possible challenges to teaching and including the topic, integration of the
topic into the curriculum both as a stand alone unit and ways to integrate across
disciplines, review of current research on the use of the topic in education should be
integrated in the presentation.
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XI. EVALUATION AND GRADING
69 and below
F
70- 80
C
81-90
B
91-100
A
XII Academic Honesty 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.
XIII.
COURSE OUTLINE – Subject to Revisions
Class #
1
Topics
Review reading on
Milton Bennett’s: A
Developmental Model
on Intercultural
Sensitivity.
2
Diverse Family Characteristics
Activity
Objectives covered
Complete Intercultural Sensitivity
Assessment
1
TBD
2, 3
9
3
TBD
5
World Hunger
Climate and impact on World
Population Changes
UN Millennium Goals
4
Education Reform for the
Present Generation
TBD
4
5
Immigration and its impact
on our schools
TBD
6
6
Sexual Orientation and its
influence among students and
Impact in the classroom
How to integrate Gifted Students
in the Classroom
TBD
8
TBD
9, 10
TBD
10
TBD
11
10
Issues of Second Language
Learning and LEP Students in
inclusive Classrooms
Family Violence – implications for
the classroom
Film - Terrorism
11
Ethics in Teaching Globally
TBD
12
12
Diversity of Religion in the Class
TBD
2,12
13
Presentations
All
14
Presentations
All
15
Presentations
All
7
8
9
11, 12
Movie References
Dharkar, A. (Actor). Sivan, S. (Director). (2000). The terrorist [Motion picture]. New York:
Winstar.
Fab, J. (Writer). Berlin, E., & Fab, J. (Director). (2003). Paper clips [Motion picture]. New York:
Hart Sharp Video.
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Gates Jr, H. L. (Narrator). Colton, N. (Director). (1999). Wonders of the African world [Motion
picture]. U.S.A.: PBS Home Video.
Milan, M., & Shenk, J. (Director). Chuor, S. M., & Dut, P. N. (Actor). (2004). Lost boys of Sudan
[Motion picture]. USA: NEWVIDEO
Reggio, G. (Director). Lawrence, M., Reggio, G., & Taub, L. (Producer). (1988). Powaqqatsi Life
in Transformation [Motion picture]. USA, Canada: MGM Home Entertainment
Other Resources
 Students could perhaps join or create a virtual/video oriented interview such as the one found on
this website. http://flatclassroomproject.ning.com/video/virtual-communication-online
 View and explore Web Quests e.g.
http://www.kn.pacbell.com/wired/fil/pages/webusimmmi.html or http://www.spanishplaza.com/diversity/process
Suggested Cultural Immersion Activities:
Summer Cohorts
National Black Arts Festival
July - Various Locations throughout the Atlanta Georgia Area
See more than 1,000 artists from the Caribbean, Africa, Europe and the Americas. Enjoy artist
markets, a gallery crawl, music, literature, theater and film at this 10-day cultural festival.
Fall Cohorts
Taste of Atlanta
October - Midtown Atlanta Georgia
Located in the 'fashionable' Midtown District ... the annual Taste of Atlanta is a two-day outdoor
Food Festival, featuring live Cooking Demonstrations and Classes, Children's Activities & lots
of great food sampling from over 70 area restaurants.
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