EDUC 848. Culture & Educational Leadership

Transcription

1 EDUC 848 Culture & Educational Leadership *Note: All content provided in the professor s notes, course chart and course syllabus are based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. Course Syllabi Course Charts Professor s Notes Page 1 of 7

2 Professor s notes* *Note: All content is based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. From a Scale 1 10 (1 = low demands; 5 = moderate demands; 10 = very demanding), 1. How would you rate the overall level of difficulty of this course? Level of demand = 8 Comments: There is a research paper, case study, and a book review. 2. How would you rate the level of the reading requirements in this course? Level of demand = 7 Comments: Book review in addition to the textbook, but the textbook is easy to read and of moderate length. The book for review is also a short book. 3. How would you rate the level of the lecture requirements in this course? Level of demand = 1 Comments: 4. How would you rate the level of the online exam requirements in this course? Level of demand = 6 Comments: There is one essay exam at the end of the course, but it is open notes, text, etc. 5. How would you rate the level of the discussion board requirements in this course? Level of demand = 5 Comments: Every other week. 6. How would you rate the level of the written paper requirements in this course? Level of demand = 8 Comments: Research paper, case study, and book review. Page 2 of 7

3 COURSE CHART EDUC 848 Textbooks: Henze, et al, Leading for Diversity: How School Leaders Promote Positive Interethnic Relations (2002). Schlesinger, The Disuniting of America: Reflections on a Multicultural Society (1998) WEEK/ MODULE READING & STUDY LEARNING ACTIVITIES POINTS DATE DUE 1 Begin Schlesinger Henze: Introduction Henze: chs. 1 2 Discussion Forum 1 2 Henze: chs. 3 5 Learning Log 1 Topic Proposal: Analysis of Approaches 3 Henze: chs. 6 7 Analysis of Approaches to Multicultural Education Discussion Forum Henze: chs Topic Proposal: Case Study Learning Log 2 5 Henze: chs Discussion Forum 3 6 Finish Schlesinger Book Review Henze: ch. 14 Discussion Forum 4 Learning Log 3 Exam No reading Case Study 3 TOTAL 1000 Page 3 of 7

4 COURSE SYLLABUS SCHOOL OF EDUCATION EDUC 848 CULTURE AND EDUCATIONAL LEADERSHIP COURSE DESCRIPTION This course deals with the complexities of multicultural issues in school systems by exploring the history, philosophy, and goals of multicultural education. Emphasis is given to the role of educational leaders in evaluating cultural issues in the context of a biblical worldview and developing practices that maximize the opportunities of cultural diversity. RATIONALE With the increasing cultural diversity of the student population in U.S. schools, it is imperative for educational leaders to develop a philosophy and practice of multicultural education. School administrators will be more successful at cultivating a learning environment for all if they have examined attitudes toward diversity, cultural knowledge, and curricular resources. The universality of the gospel conveys a biblical directive for all ethnic groups to be valued and to function in unity (Galatians 3:26 28; Revelation 5:9). I. PREREQUISITES: Graduate Standing and Admission to the School of Education II. REQUIRED RESOURCE PURCHASE(S) Henze, R. C., Norte, E., Sather, S. E., Walker, E., & Katz, A. (2002). Leading for diversity: How school leaders promote positive interethnic relations. Thousand Oaks, CA: Corwin Press. Schlesinger, A. M., Jr. (1998). The disuniting of America: Reflections on a multicultural society. New York: W. W. Norton & Company, Inc. III. ADDITIONAL MATERIALS FOR LEARNING A. Computer with basic audio and video equipment B. Internet access (broadband recommended) C. Microsoft Word and PowerPoint (Microsoft Office is available at a special discount to LU students.) Page 4 of 7

5 IV. MEASURABLE LEARNING OUTCOMES Upon successful completion of this course, the student will be able to: A. Develop a biblical philosophy and practice of multicultural education. B. Understand the complexities of multicultural relations in American society. C. Examine demographic changes and their implications for effective practice in educational leadership. D. Analyze historical and present educational policies impacting the education of ethnic minority students. E. Develop leadership strategies for working with diverse student populations, their parents, and the school community. F. Assess curricular resources for elements of racism, stereotyping, and historical inaccuracies. G. Establish an anti bias learning community by providing a positive learning environment for all students. H. Demonstrate the ability to use community resources for cultural learning and understanding. V. COURSE REQUIREMENTS AND ASSIGNMENTS A. Textbook readings B. Discussion Forums (4) In Weeks 1, 3, 5, & 7, each student will post an initial response (new thread) on the discussion board and then reply substantively to at least two other students' comments during each of the discussion weeks. Only substantive comments will be assigned credit. (See About Your Course>Overview and Guide>Essential Elements for assignment details.) C. Learning Log In Weeks 2, 4, & 7, students will make entries into a template provided for this assignment. (See About Your Course>Course Overview and Guide>Essential Elements for the template and for detailed instructions.) D. Analysis of Approaches to Multicultural Education Students will select two approaches to multicultural education to compare and critique; a topic proposal must be submitted for approval the week prior to the submission of this assignment in Week 3. Using APA style format, students will describe and evaluate each approach, commenting on the compatibility of these approaches with a Christian worldview. (See About Your Course>Course Overview and Guide>Essential Elements for detailed instructions.) Page 5 of 7

6 E. Book Review Using the APA style format, each student will critique, evaluate, and reflect on principles presented in the book, The Disuniting of America, by Schlesinger. The length of the paper should be words (4 5 pages, not including the title page). F. Case Study G. Exam Each student is to select a school and an issue to explore (i.e., gender, race, language, socioeconomic status, cultural influences, etc.). A topic proposal must be submitted for approval and authorization must be obtained from the school administrator to conduct the study. The components of this case study will include: 1) analysis of demographic data; 2) document analysis; 3) interviews; and 4) a written report in APA format. There is no specific length requirement, but each aspect of the assignment should be thoroughly addressed. The reference list will include interviewees and documents used in the study. (See About Your Course>Course Overview and Guide>Essential Elements for further details.) In Week 7 students will take an online exam consisting of four (4) essay questions. You may use textbooks, notes, and any other materials to assist you throughout the exam; however, there will be a time limit and you must complete the exam in one sitting. (See About Your Course>Course Overview and Guide> Essential Elements for further details.) VI. COURSE GRADING AND POLICIES A. Points B. Scale Discussion Board forums (4 at pts each) 100 Learning Log (3 entries at pts each) 75 Topic Proposal for Analysis of Approaches Analysis of Approaches to Multicultural Education 200 Book Review 150 Topic Proposal for Case Study Case Study 3 Exam 100 Total 1000 A = B = C = D = F = C. Policies 1. All assignments must be completed in order to pass the course. 2. Late Work: All assignments are due by 11:59 p.m. ET on Sunday of the week assigned. 50% will be deducted for all assignments submitted after that time. Students experiencing scheduling conflicts are to submit Page 6 of 7

7 assignments early. 3. Participation: Regular and punctual participation is expected. Lack of participation may result in a grade reduction or failure from the course. It is the responsibility of the student to contact the professor should an extenuating circumstance occur. 4. Honor Code: Please review the Honor Code as stated in The Liberty Way ( We, the students, faculty and staff of Liberty University, have a responsibility to uphold the moral and ethical standards of this institution and personally confront those who do not. Liberty University is an institution of higher education espousing Christian values and ethics. Each student is required to maintain an exemplary testimony and fulfill his/her responsibilities to the Honor Code. D. Disability Assistance Students with a documented disability may contact the DLP Office of Disability Academic Support (ODAS) at dlpodas@liberty.edu to make arrangements for academic accommodations. Page 7 of 7