Course Prefix/Number: EDG2701
Course Title: Teaching Diverse Populations
Course Credit Hours: 3 sh
Instructor Name and Contact Information: Dana Brown, Adjunct Instructor, Division of
Teacher Education, Phone: (850) 474-1432; Email: dbrown2@uwf.edu
Prerequisites or Co-Requisites: None
Course Description: Provides students with the opportunity to explore personal values and
attitudes toward cultural diversity. Designed for the prospective educator, the theoretical
component will examine the issues of teaching in culturally diverse classrooms. Attention will
be given to teaching all children about diversity in a pluralistic society. Field experience and
examination of educational materials will enhance the students’ understanding of
multiculturalism/diversity. Meets multi-cultural requirement
Purpose of the Course: The “Empowered Person and Professional Taking Action” (EPP) is a
theme of the College of Professional Studies’ conceptual framework. This theme focuses
learning experiences on activities that permit the teacher to examine what he/she does and to
take an active role in the instructional process. The subject matter, class activities, and skill
development of this course were selected to assist your personal growth in the following EPP
taking action characteristics: a) critical thinker, b) lifelong learner, c) counselor/mentor, d)
decision maker, e) problem solver, and f) ethical/moral professional.
This course addresses the preparation of teachers for the global diversity of students they
inevitably will meet in their classrooms, schools, and communities. In addition, the concepts
presented will provide a foundation that will assist in taking a proactive role in an increasingly
independent, multicultural society. Finally, students will experience in-class teaching
opportunities, be introduced to ethnographic research methods, learn basic tenets of program
evaluation, and learn to read and write critically through supplemental texts.
About this Course: This course is delivered completely online. You must have consistent
access to the Internet.
Learning at a distance may be a very different environment for many of you. You will generally
set your own schedules, participate in class activities at your convenience, and work at your
own pace. You may spend some additional time online during the first few weeks while you
become acclimated to the online class format and you may feel overwhelmed. You should also
be prepared to spend approximately 6 - 8 hours per week online completing lessons, activities,
and participating in class discussions. Finally, you may want to incorporate these tips to help
you get started:
 Set yourself a schedule -- check the course web site early in the class week to see what
tasks you'll need to work on for the week.
 Become very familiar with the site and how to use it. It is a tool to help you learn!
 Team up with your classmates to discuss class assignments and questions you might
have. Check the “Classlist” link ? for biography info and email addresses.
 Ask questions when you need answers. If you have problems, contact your instructor
ASAP! I will help you come up with a solution!
Student Learning Outcomes: Upon completion of this course, students will be able to:
1.
Understand general tenets of Jennifer Greene’s social program evaluation as this model
relates to curriculum construction that is inclusive of diversity.
2.
Build community ethnography projects as organized by researchers, Weis and Fine.
3.
Students will be able to thematically organize constructs of diversity as defined by
Cushner, Sleeter, and Grant.
4.
Build reflective writing as related to journal assignments centered around race, class,
and gender contemporary research.
5.
Develop ways to participate in in-class writing assignments in such a way that reflects
importance of timing, comprehensive coverage, and succinct organization of language
as it relates to similar construct on the CLAST and Professional Education examinations.
6.
Demonstrate proficiency in theory, interconnectedness, and application of diversity
components by way of end-of-class presentation.
Required text: Cushner, K., McClelland, A., & Safford, P. Human Diversity in Education: An
Integrative Approach (5th ed.). New York, NY: McGraw-Hill.
Required Materials:
Internet Access
E-mail Account
Grading / Evaluation:
The course grade will be determined as follows:
4 Quizzes (10pts each).......................................................... 40 pts
Supplemental In-Class Writings (10pts each).......................... 20 pts
Ethnography Project/Paper..................................................... 20 pts
Participation Points for Weekly Discussions ............................. 20 pts
Total..................................................
100 possible points
References/Bibliography:
Bateson, M.C. (2000). Full circles, overlapping lives: Culture and Generation in Transition.
Ballantine Books.
Bateson, M.C. (1989). Composing a life. New York: Atlantic Monthly Press.
Burawoy, M. (1998). The extended case method, Sociological Theory, 16 (1), pp. 4-33.
Denzin, N. and Lincoln, Y. (2000). The handbook of qualitative research. Thousand Oaks, CA:
Sage Publications, Inc.
Duneier, M. (2000). Sidewalk. New York: NY, Farrar, Straus, Giroux.
Giroux, H. (1993). Living dangerously: Multiculturalism and politics of difference. NY: Peter
Lang Publishing.
Goffman, E. (1989). On fieldwork, Journal of Contemporary Ethnography, 18(2), pp. 123-32.
Gubrium, J. and Holstein, J. (2000). Analyzing interpretive practice. In Denzin and Lincoln (2nd
ed.), The Handbook of Qualitative Research. Thousand Oaks, CA: Sage Publications,
Inc.
Harstock, N. (1998a). The feminist standpoint revisited and other essays. Boulder, CO:
Westview Press.
Harstock, N. (1998b). Marxist feminist dialectics for the 21st century, Science and Society, 62
(3), pp. 400-13.
Hooks, B. (1989). Talking back. Thinking feminist, thinking black. Boston: South End Press.
Hooks, B. (1994). Teaching to transgress: Education as a practice of freedom. New York:
Routeledge.
Richardson, L. (2000). Writing: A method of inquiry. In Denzin and Lincoln (2nd ed.), The
Handbook of Qualitative Research. Thousand Oaks, CA: Sage Publications, Inc.
Rogers, M. (1998). Contemporary feminist theory. McGraw Hill, Inc.
Smith, D. (1990). The conceptual practices of power: A feminist sociology of knowledge.
Northeastern University Press.
Stacey, J. (1996). Can there be a feminist ethnography? In Heidi Gottfried (ed.), Feminism and
social change: Bridging theory and practice. Urbana: University of Illinois Press.
Stack, Carol (1997, originally published in 1974)). All our kin. Basic Books.
Special Technology Utilized by Students: This course is totally online. All instructional
content and interaction takes place over the WWW. In addition to baseline word processing
skills and sending/receiving email with attachments, students will be expected to search the
internet and upload / download files. In addition, students may need one or more of the
following plug-ins:
 Adobe Acrobat Reader: http://www.adobe.com/products/acrobat/readstep2.html
 PowerPoint Viewer: http://microsoft.com/downloads/details.aspx?FamilyId=D1649C22B51F-4910-93FC-4CF2832D3342&displaylang=en
 Windows Media Player: http://www.microsoft.com/windows/windowsmedia/download/
 Quicktime Player: http://www.apple.com/quicktime/download/
 Real Player:
http://forms.real.com/netzip/getrde601.html?h=207.188.7.150&f=windows/RealOnePlaye
rV2GOLD.exe&p=RealOne+Player&oem=dl&tagtype=ie&type=dl
 Macromedia Flash Player:
http://macromedia.com/shockwave/download/download.cgi?P1_Prod_Version=Shockw
aveFlash
Expectations for Academic Conduct/Plagiarism Policy: As members of the University of
West Florida, we commit ourselves to honesty. As we strive for excellence in performance,
integrity—personal and institutional—is our most precious asset. Honesty in our academic work
is vital, and we will not knowingly act in ways which erode that integrity. Accordingly, we pledge
not to cheat, nor to tolerate cheating, nor to plagiarize the work of others. We pledge to share
community resources in ways that are responsible and that comply with established policies of
fairness. Cooperation and competition are means to high achievement and are encouraged.
Indeed, cooperation is expected unless our directive is to individual performance. We will
compete constructively and professionally for the purpose of stimulating high performance
standards. Finally, we accept adherence to this set of expectations for academic conduct as a
condition of membership in the UWF academic community.
The Student Code of Conduct sets forth the rules, regulations and expected behavior of
students enrolled at the University of West Florida. Violations of any rules, regulations, or
behavioral expectations may result in a charge of violating the Student Code of Conduct. It is
the student’s responsibility to read the Student Code of Conduct and conduct himself/herself
accordingly. You may access the current Student Code of Conduct at
http://www.uwf.edu/judicialaffairs.
Assistance: Students with special needs who require specific examination-related or other
course-related accommodations should contact Barbara Fitzpatrick, Director of Disabled
Student Services (DSS), dss@uwf.edu, (850) 474-2387. DSS will provide the student with a
letter for the instructor that will specify any recommended accommodations.