EDUC 6302 Cultural Diversity in Education and Social Sciences

Professor: William Allan Kritsonis,PhD

Professor: William Allan Kritsonis, PhD Spring 2015 Syllabus: EDUC 6302.501
College of Education Cultural Diversity in Education & Social Sciences
Mesa Building 3108 432-552-2155 (office) Tuesdays & Thursdays: 5:40-6:55 PM MB 3227
Kritsonis_w@utpb.edu
Office hours: T&TH 4:30-5:30PM & 7:00-8:00PM
W: 1:00-2:00PM

Course Description:

Cultural Diversity in Education & Social Sciences is a course that provides candidates with the
opportunity to develop cultural diversity competence in order to face challenges in education and
the social sciences both at an individual and institutional basis. Students will develop
competencies and pedagogies for the promotion of students from diverse cultural backgrounds.
This course is for those candidates in the field of education and the social sciences interested in
becoming educators and educational leaders transforming practices towards inclusive social
justice environments.

Instructional Objectives:

As a result of activities, course readings, and experiences, students will be invited to:
Explore cultural diversity relative to education and the social sciences,
Develop skills needed for cultural diversity competence, from the personal level to the
organizational level,
Use research and reflection to investigate, critically analyze, and evaluate ideas,
arguments, and points of view related to the discipline,
Reflect with others on critical issues in education through research teams and group
activities, and
Develop skills to express ideas orally and in writing.

Anticipated Outcomes:

Application of knowledge, skills, dispositions, and diversity proficiencies needed for

cultural diversity competence and their implications in education and the social sciences
Ability to analyze and synthesize research on issues of diversity through both oral and
written communication
Oral and written competence in cultural diversity through reflective, interactive, through
on-line and in-class discussions
Commitment to the process of being and becoming a member of a learning community of
educators as evidenced in the successful completion of course assignments

UTPB Mission:

The mission of UTPB is to provide all students a quality education in a supportive academic

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 EDUC 6302 Cultural Diversity in Education and Social Sciences
Professor: William Allan Kritsonis,PhD

environment; to promote excellence in teaching, research, creative production and scholarship;

and to serve as a resource for the intellectual, social, economic, and technological advancement
of the Permian Basin.

College of Education Conceptual Framework:

Vision Statement:
The vision of the College of Education is a community of life-long learners who actively reflect
on the impact of their values, attitudes, beliefs, and practices.

Mission Statement:
The mission of the College of Education is to prepare pre-service and professional educators who
are proactive in nurturing the life-long development of all learners. This mission will be
accomplished by:
Facilitating the acquisition of necessary knowledge, skills, and dispositions;
Cultivating the value of diversity;
Encouraging collaborative inquiry, innovation, and research;
Promoting collegiality and service in schools and communities;
Integrating technology into practice;
Providing opportunities for professional growth; and
Influencing educational practices and policies at the local, state, and national level.

Philosophy Statement:
We, the faculty of the College of Education, believe that:
Education is the foundation of a progressive society and critical to the development of
citizens who will increasingly be part of a global community
Educators are the cornerstone of this foundation and the profession should be open to
qualified individuals from all backgrounds
Schools of education play an integral role in meeting the complex challenge that faces
our communities, states, and nation in preparing students, PK-16.
All candidates can learn and it is our responsibility to create an environment that will
facilitate student success.
This collaborative environment should emphasize the importance of:
o Diversity, which adds to the richness of the educational experience
o A healthy, open dialogue about educational theory and practice
o A knowledge of content appropriate for ones certification area
o Modeling and teaching best practices to our candidates
o The appropriate use of technology
o Ongoing research and resultant change in the field of education
o Keeping current about educational policy.
People should be life-long learners who will contribute to the well-being of their
community

We value:
The individualized instruction we can offer our candidates due to the small size of our
university
The choices we can offer our candidates with regard to medium (face-to-face, online,
interactive television), time and location of courses
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 EDUC 6302 Cultural Diversity in Education and Social Sciences
Professor: William Allan Kritsonis,PhD

The collegial relationship among the members of the College of Education and with
faculty members from other disciplines
Support from the administration for continual improvement of our efforts
Competent pre-service teachers and practitioners who can balance their understanding of
theory with day-to-day practice
A process of on-going reflection and assessment, the outcome of which is a well-
developed curriculum and appropriate procedures
The contribution of community colleges in preparing candidates to complete their
education at four-year institutions
A community of life-long learners

We commit to:
Assuring that our beliefs and values are evident in our actions (practice what we preach,
walk the talk)
Continual reflection and action with regard to our practices on an individual and unit
basis
Sharing our experience and expertise in the field of education with our candidates,
university, community and state/national organizations
Continuing our support of the alumni of our programs
Conducting research and scholarship
Adhering to and teaching the ethics of our profession
Undertaking quality assessment and seeking additional accreditation (SACS, SBEC,
NCATE, SPAs)

Learning Outcomes for Teacher Candidates and Other School-Based Professionals:

The faculty expects that candidates will:

Demonstrate content knowledge in their respective content-area
Use appropriate processes and teaching practices
Apply knowledge about child and adolescent development
Incorporate knowledge of diversity in planning and delivering instruction
Incorporate technology in planning and delivering instruction
Plan for and assess students learning
Create an appropriate learning environment
Communicate and collaborate with all stakeholders
Engage in professional growth

Candidate Proficiencies:

To achieve the learning outcomes, candidates must demonstrate that they are gaining the
knowledge, skills, and dispositions necessary to have a positive impact on P-12 student learning
(NCATE, 2006, p. 9). The following is a list of the specific knowledge, skills, and dispositions
that the faculty has determined are important for each candidate to possess and exhibit.

KNOWLEDGE:
Our candidates will exhibit knowledge about and understand the impact on teaching and student
learning of:
1. Theoretical perspectives of the profession;
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Professor: William Allan Kritsonis,PhD

2. The content, processes, and practices appropriate for their students;

3. Child and adolescent development;
4. Diversity;
5. Technology;
6. Planning and assessment;
7. The learning environment and classroom management;
8. Collaboration; and
9. Legal and ethical issues related to education.

SKILLS:

Our candidates will be able to:

1. Select appropriate content for use in lesson planning and delivery;
2. Apply best practices to promote learning in all students;
3. Use knowledge of life-span development to direct their teaching;
4. Select from an array of techniques to meet the needs of diverse learners;
5. Integrate the use of technology into the learning environment;
6. Use appropriate assessments to measure students developmental progress;
7. Develop an appropriate learning environment;
8. Apply classroom management techniques;
9. Communicate with all members of the educational community (students, families,
other educators, administration, and community members);
10. Reflect on their professional performance in order to improve their professional
effectiveness; and
11. Employ ethical and legal standards in education.

DISPOSITIONS:

Our candidates will demonstrate a/an:

1. Respect for themselves and a positive regard for others;
2. Passionate nature about learning;
3. Belief in the value of a learner-centered instruction;
4. Dedication to providing a safe and supportive learning environment;
5. Acknowledgement of and respect for the fact people are shaped by their cultures;
6. Commitment to clear and accurate communication;
7. Professional and ethical attitude; and
8. Desire to keep current on educational research and practice.

Diversity Proficiencies (DP):

1. Instill the awareness of diversity for implementing inclusive instruction.

2. Incorporate the diverse nature of learning and teaching as exemplified in the global
community.
3. Model critical global thinking through coursework.
4. Conceptualize diversity experiences from a variety of perspectives:
a) to strive for social justice, equality, and equity for all learners,
b) to continue the process of self-growth, narrowing the student achievement gap in
our nation, and
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Professor: William Allan Kritsonis,PhD

c) to empower all learners as citizens in a global society.

Required Textbook:

Spradlin, L. K. (2012). Diversity matters: Understanding diversity in schools (2nd ed.). Belmont,
CA: Cengage Learning. ISBN-10: 1111341672 | ISBN-13: 9781111341671

Communication Plan:

The professor will endeavor to respond to all email inquiries within 48 hours. Be sure to use the
email address provided in the syllabus. All students enrolled in the course will have access to
relevant course information and materials through Blackboard. In case of emergencies, you may
contact the professor at 432-552-2155 or leave a message with the UTPB College of Education
at 432-552-2140. It is best to communicate with the professor in person before or after class.
Feedback on Assignments/Tests: Assignments/Tests will typically be graded within one week of
submission, individual feedback or general feedback will be provided.

Calendar:

Refer to UTPB Academic Calendar by going to: http://aa.utpb.edu/registrar/academic-calendar/

Student Roles and Responsibilities:

Throughout the course students will be required to complete written assignments, participate in
class discussions, and prepare oral presentations. Student performance will be evaluated by various
written and/or oral assessments as well as class participation. Because this course is student-
centered, you will be expected to participate and contribute to class discussions. Students are
expected to read all assigned readings, complete all assignments, and take all exams. If a class
session must be missed for personal or professional reasons, please contact the instructor prior to
the session and make arrangements with a classmate for notes and materials to be collected. Final
grades will be assigned according to the A-F format.

Assignments:

1. Class Participation (2 pts per class):

Class participation should be active and relevant to the topic of discussion, which
includes:
a. Attending and being prepared to class by reading the assigned chapters each week
b. Asking insightful questions
c. Remaining focused on the topic
d. Being respectful to other peoples ideas
e. Actively listening to comments and building on others ideas
f. Challenging ideas in a constructive and professional manner
g. Providing leadership in group work
h. Accepting responsibility for completing make-up work
i. Completing assignments and being prepared for class discussions and activities

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Professor: William Allan Kritsonis,PhD

2. Cultural Diversity Timeline (Paper & Presentation-20 points):

Students will develop a timeline emphasizing when they first became aware of cultural
diversity relative to their specific ethnicity. Include specific events, experiences, and
phases of your life that awakened you to cultural diversity. Attitudes, expectations, or
treatment in schools might have impacted your awareness of cultural diversity, as well as
current events at that time. The following formats will be acceptable: paragraphs, bullets,
or a timeline (diagram). Please include a title page. It should not exceed more than three
pages. Students will present a summary of their paper in class. DUE: March 17, 2015

3. Cultural Interview (Paper & Presentation-20 points):

Students will interview someone who has experienced discrimination because of his/her
ethnicity. Please make sure to include specific examples. Terms like privilege, prejudice,
racism, stereotype, or oppression might be used. After talking to the person, write his/her
oral history and your response to it. Your opinion and response should be written in
italics as you end this paper. The format of the paper should include interview questions
and answers followed by your response. Please include a title page. It should not exceed
three pages. Students will present a summary of their paper in class. DUE: April 7, 2015

4. Exams (Three Exams-Each 50 points):

Student will take three exams covering the chapters in the textbooks.

Written assignments should:

a. Be given to the professor on the assigned due date,
b. Be free of grammatical errors,
c. Be well organized and written,
d. Reflect all aspects of the assignment,
e. Be typed, double-spaced, using 12 point Times New Roman fonts; unless
otherwise indicated by the professor,
f. Include a title page,
g. Follow the guidelines indicated by the Publication Manual of the American
Psychological Association (6th edition), and
h. Include a Statement of Authorship: The following statement must be
completed and submitted with each paper submitted for grading, unless
otherwise indicated by the professor. You can copy and paste the statement
into your paper. This statement must be signed by the student and should appear
at the bottom of the title cover page:

I certify that I am the author of this paper titled___________ and that any assistance I
received in its preparation is fully acknowledged and disclosed in the paper. I have
also cited any sources from which I used data, ideas, or words, either quoted directly
or paraphrased. I also certify that this paper was prepared by me specifically for this
course and has not been submitted before in any other class by me or anyone else. I
understand that falsification of information will affect my status as a graduate student.
____________________ _________
Students Signature Date

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 EDUC 6302 Cultural Diversity in Education and Social Sciences
Professor: William Allan Kritsonis,PhD

Attendance, Late Assignments, and Make-Up Work:

a. This graduate level course relies heavily on student participation and contributions. Class
attendance is expected throughout the course, and it is the students professional
responsibility to be part of discussions. In a face-to-face class, absence from class means
that the student did not participate in a given discussion in class. Each student is allowed
one excused absence. After this, each absence will result in a deduction of 2 points
per class from the overall course grade. Two tardies (15 minutes or more), or leaving
class early twice equals one absence.

b. All assignments are due at the beginning of class. Late assignments will result in an
automatic 5-point grade reduction.

c. Assignments are not accepted after one week from the original date due. If you are
absent from a class session, it is your responsibility to submit your assignment at the next
class.

Grading:

Summary of Assignments and Points:

Assignments Possible
Points
Participation and Attendance (2 pts each class) 60
Cultural Diversity Timeline & Presentation 20
Cultural Interview & Presentation 20
3 Exams (50 pts each) 150
TOTAL 250

Grading Percentages:

The course final grade is determined using a criterion-referenced format. Grades are
determined using the following percentages:

A = 93 - 100% (232-250 pts)

B = 85 - 92% (212-231 pts)
C = 77 - 84% (192-211 pts)

No grades of D are given as per decision of the College of Education Graduate Faculty. A
grade of F will be given, if necessary. Students in danger of earning less than 77% for the
course should arrange a conference with the professor prior to the end of the semester.

Drop Policy:

If a student is unable to complete the course, see the University Calendar for the last day to
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 EDUC 6302 Cultural Diversity in Education and Social Sciences
Professor: William Allan Kritsonis,PhD

drop or withdraw. This procedure must be completed by the student through UTPBs
Registrars Office. Failure to complete the course or this procedure may result in the student
receiving a grade of "F".

University Policy on Student Classroom Conduct:

All students are expected to exercise self-discipline and a respect for the rights of others at all
times. Behavioral disruptions that interfere with the business of the classroom or with an
individuals ability to learn may be referred to the Dean of Students.

Students are expected to assist in maintaining a classroom environment that is conducive to

learning. To assure all students have the opportunity to gain from time spent in class students are
prohibited from engaging in any form of distraction. Inappropriate behavior in the classroom
shall result, at a minimum, in a request to leave the class. As a courtesy to classmates and
instructor, students should:
a. Assist in maintaining a classroom environment that is conducive to learning. To assure all
students have the opportunity to gain from time spent in class students are prohibited from
engaging in any form of distraction (e.g., talking, inattention, challenge to authority,
hostility). Inappropriate behavior in the classroom shall result, minimally, in a request to
leave class. If the instructor feels that something that you are doing (or not doing) is non-
conducive to the learning of others, the following procedures will be followed:
1st Incident Instructor addresses the behavior immediately and follows up after class or
with a scheduled meeting as soon as possible.
2nd Incident Instructor refers the student immediately to the chair/dean. The chair/dean
may inform the student that repeated deviations from expected classroom behavior shall
result in an immediate referral to the Dean of Students for disciplinary action. Disciplinary
action may be pursued in accordance with the Student Code in accordance to the UT
System Regents' Rules and Regulations, Rule 50101, Section 2).
b. Respect discussion/sharing time among members of the group. It is important that all
students have the opportunity to be heard in class, online, and throughout the semester.
c. Respect the privacy of classmates. Information related to schools in the area might be shared
and must remain confidential. Sharing information is for the purpose of professional growth
only, and is not meant to serve as a forum for intentional criticism.
d. Respect the class as a focused time to meet your professional goals. Thus, students must
make arrangements for childcare outside of the classroom setting.
e. Turn off all electronic devices and computer/laptop social networking during class (cell
phones, internet, messaging, facebook, skype, tweeter, etc.) to maximize learning and
minimize distractions and respect your colleagues in their learning time.
f. Inform the instructor prior to being absent to a class meeting, and if you will be tardy or
leaving class early.
g. It is impermissible to tape class sessions unless you have a registered disability with the
PASS Office and was granted Services for Students with Disabilities (SSD). The PASS
office is located in MB 1160, phone (432) 552-2630.

Americans with Disabilities Act:

Students with disabilities that are admitted to The University of Texas of the Permian Basin may
request reasonable accommodations and classroom modifications as addressed under Section
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 EDUC 6302 Cultural Diversity in Education and Social Sciences
Professor: William Allan Kritsonis,PhD

504/ADA regulations. Students needing assistance because of a disability must contact Leticia
Madrid, Director, Programs Assisting Student Study (PASS) Office, 552-2630, no later than 30
days prior to the start of the semester.

The definition of a disability for purposes of ADA is that she or he (1) has a physical or mental
impairment that substantively limits a major life activity, (2) has a record of such an impairment
or, (3) is regarded as having such an impairment.

Students who have provided all documentation and are eligible for services will be advised of
their rights regarding academic accommodations and responsibilities. The University is not
obligated to pay for diagnosis or evaluations nor is it obligated to pay for personal services or
auxiliary aids.

If you need accommodations because of a disability, if you have emergency medical information
to share with the instructor, or if you need special arrangements in the case the building must be
evacuated, please inform the instructor immediately. It is best to contact the instructor after class
or during his/her office hours.

Policy on Cheating:
Students are expected to be above reproach in scholastic activities. Students who violate
University rules on academic honesty are subject to disciplinary penalties, including the
possibility of failure in the course and dismissal from the University (See http://ss.utpb.edu/dean-
of-students/scholastic-dishonesty/). Part I, Chapter VI, section 3 of the Rules and Regulations of
the Board of Regents of The University of Texas System provides the following: Any student
who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty
includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any
work or materials that are attributable in whole or in part to another person, taking an
examination for another person, any act designed to give unfair advantage to a student or the
attempt to commit such acts. Since scholastic dishonesty harms the individual, the collective of
all students, and the integrity of the University, policies on scholastic dishonesty will be strictly
enforced.

Course Incomplete/Withdrawal/Grade Appeal:

All students are required to complete the course within the semester they are signed up.
Incomplete grades for the course are rarely given and will only be granted if the student has
complete at least half of the course with a grade of C or better and provides a valid,
documented excuse for not being able to complete the course on time and has contacted prior to
the scheduled last class to request an extension. The student will sign a contract that includes the
incomplete course activities and the new due dates.

For grade appeal process go to http://ss.utpb.edu/dean-of-students/student-grievances/

Student Support Services:

ADA Accommodation/Support Programs Assisting Student Study (PASS)

(432) 552-2630

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 EDUC 6302 Cultural Diversity in Education and Social Sciences
Professor: William Allan Kritsonis,PhD

Blackboard Technical Support 1-866-321-2988 (toll-free)

Bookstore (432) 552-0220

Counseling/Advising (432) 552-2661

Financial Aid and Scholarship (432) 552-2620

UTPB Library (432) 552-2370

http://library.utpb.edu/dehome.html

Student Services http://cas.utpb.edu/academic-advising-center/e-advisor/

Tutoring & Learning Resources

If you are taking courses through UTPB the following links provide services:
Smarthinking Online Tutoring (provides tutoring services), SmarterMeasure (measures
learner readiness for online course).

End-of-Course Evaluation & Instructor Evaluation:

Every student must complete the end-of-course evaluation provided by UTPB.

Disclaimer & Rights:

Information contained in this syllabus was to the best knowledge of the instructor considered
correct and complete when distributed for use in the beginning of the semester. However, the
instructor reserves the right, acting within the policies and procedures of UTPB to make changes
in the course content or instructional techniques without notice or obligation. The students will
be informed about the changes, if any.

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Date and
Assignment Due
Week 1 (Jan. 13 & 15))
Week 2 (Jan. 20 & 22)
Week 3 (Jan. 27 & 29)
Week 4 (Feb. 3 & 5)
Week 5 (Feb. 10 & 12)
Week 6 (Feb. 17 & 19)
Week 7 (Feb. 24 & 26)
Week 8 (Mar. 3 & 5)
Week 9 (Mar. 10 & 12)
Week 10 (Mar. 17 & 19)
Cultural Diversity Timeline
Paper Due
Week 11 (Mar. 24 & 26)
Week 12 (Mar. 31 & Apr.2)
Week 13 (Apr. 7 & 9)
Cultural Interview Paper Due
Week 14 (Apr. 14 & 16)
Week 15 (Apr. 21 & 23)
Week 16 (April 28 & 30)
Week 17 (May 5)
EDUC 6302 Cultural Diversity in Education and Social Sciences
Professor: William Allan Kritsonis,PhD
Tentative Course Schedule
Tentative Agenda Come prepared to discuss the
following readings
Overview of course syllabus
Introduction of Students
Complete Pre-Diversity Knowledge Survey
Chapter 1: Minority Status
Finish Chapter 1 & Activity Chapter 2
Chapter 2: Power, Disparity, & Expectations & Activity
Chapter 3: School Climate & Activity Chapter3 & 4
Chapter 4:Teaching & Activity
Philosophy of Education Inventory
Discuss Results of Philosophy Inventory
Chapter 5: Native Americans Chapter 5
Exam (Chapters 1-5)
Chapter 6: Asian Americans Chapters 6 & 7
Chapter 7: Latinos
Chapter 8: African Americans Chapters 8 & 9
Chapter 9: Poor and Working Class
Chapter 10: Girls and Women Chapter 10
Exam (Chapters 6-10)
Spring Break
Cultural Diversity Timeline Presentations Be prepared to present a summary of
your Cultural Diversity Timeline
Continue Presentations paper (Mar. 17 & 19)
Chapter 11: Lesbian, Gay, Bisexual, Transgendered, & Chapters 11 & 12
Questioning
Chapter 12: People with Disabilities
Chapter 13: Achievement Gap between Minority and Chapter 13
Dominant Culture
Work on Cultural Interview Paper
Cultural Interview Presentations Be prepared to present a summary of
your Cultural Interview paper (Apr. 7
Continue with Presentations (If not needed, Kritsonis & 9)
Lecture on Multicultural Research)
Chapter 14: Transforming Knowledge Chapters 14 & 15
Chapter 15: Moving from Knower to Doer
Complete Post-Knowledge Diversity Survey
Discuss Results from Pre to Post Knowledge (Increased
awareness of Cultural Diversity)
Class Wrap-Up and Review
Exam (Chapters 11-15)
Schedule appointment if necessary with professor
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