GPC Common Course Outlines Return to all courses

EDUC 2120

This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.
Credit Hours3
Course TitleExploring Socio-Cultural Perspectives On Diversity
Prerequisite(s)EDUC 2110 with a "C" or better.
Corequisite(s)None Specified
Catalog Description
Given the rapidly changing demographics in our state and country this course is designed to equip future teachers with the fundamental knowledge of understanding culture and teaching children from diverse backgrounds. Specifically, this course is designed to examine 1) the nature and function of culture; 2) the development of individual and group cultural identity; 3) definitions and implications of diversity, and 4) the influences of culture on learning, development, and pedagogy.
Expected Educational Results
As a result of completing this course the student will be able to:

A.  Apply principles of course content to a ten-hour field experience.
B.  Examine the nature and function of culture.
C. Explore how history and culture shape world views.
D. Examine the development of his/her own cultural identity and learning styles.
E. Develop and apply strategies for observing, analyzing, and comparing differences related to family structures, socioeconomic status, abilities/disabilities and culture.
F. Articulate strategies for teaching culturally diverse students in the classroom.
G. Identify school practices and policies that perpetuate and maintain achievement gaps, including negative stereotypes, related to race, class, persons with disabilities, gender, sexual orientation, and other forms of prejudice and discrimination.
H. Identify educators’ cultural practices and expectations that perpetuate and maintain achievement gaps.
I. Identify strategies that creatively deal with challenges and differences between the cultures of educators and students.
J. Identify assets and values of diverse populations to bring student learning to higher levels.
K.  Apply principles of the course to a 10-hour field experience.


General Education Outcomes
I. This course addresses the following General Education Outcomes:

A. Students communicate effectively through listening, reading, writing, and speaking.
B. Students develop their reading comprehension skills by reading the text and supplementary course materials. They are required to read and analyze articles and other resources within the field of education.
C. Students develop their listening skills through lecture and interactive learning. Information is presented that is not included in the text or supplementary material and is included as part of the exams, tests, or assignments.
D. Students develop their reading and writing skills through the use of activities developed specifically to enhance their understanding of certain principles within education.
E. Students provide written or oral solutions to these problems in both individual and group formats.
F. Students hone their observation and reflection skills through a field experience and by taking fieldnotes.
G. Students experiment with their teaching skills by presenting a short lesson to the class.
H. Students update their technology skills by using online resources and classroom technology.
I.   Students develop their ability to objectively observe and critically analyze media sources.


II. This course addresses the following Specific Education Outcomes:

A. The pre-service teacher appreciates and values human diversity, shows respect for students’ varied talents and perspectives, and is committed to the pursuit of “individually configured excellence.”
B. The pre-service teacher understands and examines his or her own cultural identity.
C. The pre-service teacher fosters respect for students as individuals with differing personal and family background and various skills, talents, and interests.
D. The pre-service teacher understands assets and values of various cultural groups that can bring student learning to higher levels and bridge the achievement gap.
E.  The pre-service teacher is sensitive to community and cultural norms.
F. The pre-service teacher fosters and articulates strategies for teaching culturally diverse students in the classroom.
G. The pre-service teacher believes that all children can learn at high levels and persists in helping all children achieve success.
H. The pre-service teacher is a reflective practitioner who evaluates the effects of his or her choices and actions on others.
I.  The pre-service teacher fosters relationships with school colleagues, parents and agencies in the community to support students’ learning and well being.




Course Content
I. Understanding humans as cultural beings and identifying elements of culture
II. The development of culturally influenced cognition, interact ional styles, language and communication
III. The socio-cultural contexts of families and communities.
IV. Instruction on participant observation.
V. Socio-cultural influences on learning.
VI. Awareness of culturally responsive pedagogies.
VII. Effects of policy and practice on culture, race, social class, persons with disabilities, gender, sexual orientation, and other categories of diversity.
VIII. Equity in education: testing, tracking, disciplinary policies, and special education placement.
IX. History of prejudice, discrimination and racism in U.S. and their current educational implications.
X. Cultural diversity and its influence on teaching and learning.
Assessment of Outcome Objectives
I. COURSE GRADE

A. Tests and a final exam prepared by individual instructors will be used to determine part of the course grade.  Each test and the final exam will contain questions requiring the students to demonstrate higher-order thinking skills.  Tests may contain essay as well as objective questions.
B. Full participation in a documented field experience in a local area school along with related assignments will be required to complete the course successfully.
C. Written assignments will be required of each student.  These assignments will be designed to correlate with course objectives.
D. Individual and group work, projects,  reaction papers to class  speakers, and presentations may also be used to determine part of course grade.

II. DEPARTMENT ASSESSMENT
A. This course will be assessed in the Spring Semester in odd years by means of a 25-question multiple-choice exam.  Every student in each section of Education 2120  will be required to complete an exam, which will cover the core material of the course.
B. This exam will be included as part of the final exam and may be used as a factor in the course grade depending upon the preferences of the instructor.

III. USE OF ASSESSMENT FINDINGS
A. The results of the assessment will be summarized by the Course Curriculum Committee.
B. The Education Course Curriculum Committee will analyze the results and recommend curriculum and assessment changes based upon such analysis.  A summary of the group analysis and specific plans (including a timetable) for implementation of any necessary changes will be included in a report.  The division will follow up and document implementation of the agreed upon changes.  A record of these activities will be kept in the office of the Education Curriculum Committee Chair and department chairs of Social Sciences at each campus.

Submitted 9/14/06, 12/20/06, Beryle I. Baker, Ed.D.
Last Revised: Jul. 14, 2011
Return to all courses