Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Course Description
Culture and Diversity in Education is designed to help you reach a certain level of cultural
sensitivity.
In this course you will consider individual and circumstantial responsiveness to differences
that exist in language, race, ethnicity, gender, class, age, ability and religion. In addition to
these variables, this course introduces concepts that surround language acquisition and
development. This class will analyze historic and present day relationships between
American educational systems and existing cultural dynamics. You will be encouraged to
identify biases and discriminatory practices along with their possible causes and influences
on the education process. Even though this course is online, it is not an independent study
course and you will be required to complete weekly lessons and collaborate with other
class members in different assignments.
Course Objectives
In this course you will learn to:
Understand multicultural education and be able to implement culturally responsive
teaching practices in the classroom.
Develop an awareness and appreciation of the ways in which culture and language
influence learning.
Understand the relationship between poverty and education, and how best to
support students from socioeconomically challenged backgrounds.
Increase repertoire of strategies for supporting English language learners in the
classroom.
Assess individual and circumstantial responsiveness to the differences that exist in
race, ethnicity, gender, class, age, ability, and religion.
Collaborate with families by identifying the similarities and differences in
educational expectations of families across cultures and other domains.
Course Architecture
This course will run in fourteen one-week lessons with an introductory lesson at the
beginning and a conclusion lesson at the end.
Each lesson:
Will open one week early in order to accommodate students who want to get started
early.
See Calendar for due dates:
o Lead Students initial post on the Weekly Group Discussion Board
o Preparatory activities: Readings, Videos, PowerPoints, Accountability Quiz,
and Non-lead students initial post on the Weekly Group Discussion Board.
o All other activities: Continuation of the Discussion, One-Liners, Reflections,
Semester Project, Service Learning Reports, Application Activity Reports
You will also complete a semester-long project working with a small presentation team of
your classmates to identify an ill-defined problem in a diverse school setting and discussing
possible solutions to the situation. You will present your ideas in a video format using Jing.
Preparatory activities should be completed on time so that you are adequately prepared for
the rest of the week's activities. Because some activities require input from other class
members, please be conscientious and respectful by completing your part as early as
possible so others can benefit from the activity as well. Some activities will ask you to
explore what you are learning with members of the class; others will provide an
opportunity to talk with people you know outside of class.
Teach One Another is a vital part of the BYU-I learning model, and BYU-I online courses are
not exempt. Teaching others what you have learned helps you to understand and
remember ideas/concepts/insights much better. Additionally, learning to have your views
challenged and improved through the perspective of others is an important skill for any
educator to possess, especially when dealing with culture and diversity. If you will take
advantage of the various opportunities within this course to strengthen your sensitivity to
the course's issues and increase your understanding for how to help your students navigate
them, you will find the insights and skills you acquire will be useful long after you have
finished the course.
BYU-I online courses are designed with 3-4 hours of activities weekly for each academic
credit received. Therefore, you will need to be able to devote at least 6-8 hours each
week to this course in order to do well. If you know you will not be able to devote this
much time to the class, please consider taking the course at another time when you can
make such a commitment.
Content
Lesson 01 Online and course-specific orientation, getting acquainted
Course Requirements
Course Texts
No text; all necessary materials are supplied within the course
Grading Policies
Final Grade Breakdown
A = 93+; A- = 90-92; B+ = 87-89; B = 83-86; B- = 80-82; C+ = 77-79; C = 73-76;
C- = 70-72; D+ = 67-69; D = 63-66; D- = 60-62; F = below 60
Class Policies
Course Questions/Problems/Concerns
This course has a Course Discussion Board in the Course folder on the left hand menu
where you are encouraged to post general course questions/problems/concerns, etc. Using
this board will inform other class members, the instructor, and others of the issues you find
and allow the proper people to correct them for everyone. Please check this board
throughout the semester. If you are experiencing the same problem as another student who
has already reported it, you can make an additional post so others know the seriousness of
the problem. If you know the answer to a question, you are encouraged to post
solutions. Helping to solve your classmates' problems is another way to teach one another.
Additionally, your instructor is monitoring this board and will inform you of fixes and
solutions here.
Note
You should only email your instructor directly if the problem is of a personal nature. OR
sometime your instructor has a reason he/she would like to be informed of problems
another way. If this is the case, your instructor will explain the change. Otherwise, please
use the questions /problems /concerns board as the preferred way to report any problems.
Late Work Policy
Work that is late hampers your ability to fully participate in the course and will be accepted
only at your instructor's discretion. Inform your instructor before the assignment is due.
Any late work that is accepted is subject to a penalty as determined by your instructor.
One of the purposes of the discussions boards and small group meetings is to work
together with your classmates, and they will already have moved on to new assignments.
Thus, points for the discussion boards and small group meetings cannot be made up once
the week is over. Each lesson opens several days in advance to allow flexibility.
Assignments can be turned in early. Do not expect an instructor to bend the course due
dates to accommodate your personal scheduling conflicts, including weddings and
vacations. However, if you know you will be unable to meet a due date for any particular
assignment, an instructor may be able to work with you if you makeprior arrangements to
submit your work.
Disclaimers
The instructor reserves the right to change any part of this syllabus at any time during the
semester in order to adapt to changing course needs. You will be notified prior to any
changes that may take place.