Course Objectives and Orientation: This course will survey the major social and psychological processes involved in diversity, human relations, and how these processes impact teaching, learning, and other human interactions. The course will cover the major diversity theories as well as use an experiential model for making the theoretical knowledge relevant in the individual teacher's life.

It is common for learners in this course, especially white people, to become frustrated while engaged in activities during this course. It is difficult for anyone to face aspects of their culture and/or personality which might be considered unpleasant or unpopular. Do not be alarmed if this happens to you! Your frustration and discomfort is a valuable learning tool--work through your frustration as your students will do when you are in the classroom teaching difficult and challenging topics.

Knowledge of:	Skills in:	Professional attitudes related to:
human relations and diversity theory	producing instructional materials	appreciating diverse learning styles
history and impact of diversity	utilizing instructional media materials	developing a belief that all students can learn
media impact on stereotypes	teaching more effectively in diverse settings	developing a foundation for research-based practice
conflict and conflict resolution	managing conflict	awareness of one's biases and prejudices
change agent theory

Required Reading:

• Babad, E., Birnbaum, M., & Benne, K. (1983). The social self: Group influences on personal identity. Beverly Hills, CA: Sage. (Photocopies of selected chapters are available for purchase in the bookstore.)
• Each student will choose one of the following books:
  
  • Beals, M. (1995). Warriors don't cry: A searing memoir of the battle to integrate Little Rock's Central High. New York: Pocket Books.
• Fadiman, A. (1998). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. New York: Noonday Press.
• Johnson, M. and Pleece, W. (2008). Incognegro. New York: Vertigo/DC Comics.
  
• Loewen, J. (1996). Lies my teacher told me: Everything your American history textbook got wrong. New York: Simon & Schuster.
  
• On line course documents describing the Learning Analysis Journals, -ISM (N.) Video Project:, and Learning Log as well as any other course assignments are required reading. These assignments will be graded based on the standards and formats described in these documents.
• Additional articles may be placed on reserve in the library (ask at the reserve desk for the readings for 'Erickson' or 'EDC 210') or posted to the course web site. These articles are required reading for the course.

Program Portfolio: A standards-based portfolio is required in EDC 490/580 (elementary and secondary) and SPE 315 (special education). This portfolio draws on all the courses in the program. The standards attached to this course are presented below. You will also find linkages between the standards and the assignments for this course. We recommend that you save syllabi and assignments from your courses to use when preparing your portfolio. 

EDC 210 Course Objectives and Assignments Aligned with Minnesota Standards of Effective Practice

Attendance Policy: Regular class attendance is expected. You may be absent from only one class period without penalty. For each class period missed beyond that 0.5 will be subtracted from your course grade. If you must miss a class meeting, please speak with the instructor ahead of time.

Honesty Policy: The Augsburg College policy on academic honesty applies to this course. You will be asked to acknowledge your compliance with this policy in class. Unless otherwise stated, the assignments you hand-in are assumed to be your own individual work. Please refer to the Augsburg Student Guide for details.

Grading Procedure: Student performance will be evaluated on a 4.0-0.0 scale. Self-evaluation and instructor evaluation will be used to document progress towards course outcomes. Your grade in this course is composed of several elements:

1. Course Readings (up to 35 points):
   
   • Babad Chapters: Each learner will read the assigned Babad et al. chapters. You will prepare Learning Notes to document what you have learned and to discuss your reactions to the concepts in this book. This involves preparing typed and edited notes reviewing and analyzing the concepts discussed in the Babad et al. chapters: at least one full page of careful and thorough review and one-half page of thoughtful and reflective discussion/analysis per assigned chapter. The notes should be written in such a way as to highlight your careful understanding, reflection, analysis, and evaluation of the concepts discussed in the texts, not simply copying what the book says. The notes are due at the beginning of class on the date indicated below in the course schedule. Example notes will be provided on request. The learning notes on the Babad et al. chapters may be worth up to 25 points.
     
   • Beals, Fadiman, Loewen or Johnson and Pleece Book Review: Each student will choose one of the optional books (listed above) and prepare written answers to the questions posted to this web site. On the date your book is due, you should come to class prepared to discuss what was important in the book with others in the class. You may earn up to 10 points for answering the questions and participating in the in-class book review/discussion.
     
2. Learning Analysis Journals: Students will reflect on what they learn and how they feel in a written document called the Learning Analysis Journal. One's entries in the journal must be typed and display college-level writing skills to be acceptable. Poorly written journals will be rejected. These journals are not only personal reflections, but also should reflect careful scholarly reflection on the important ideas and controversies discussed in this course. Example journals will be provided on request. The journal will be evaluated twice during the term and may be worth up to 25 points.
   
3. Small Group Video Documentary: -ISM (N.) Project: Teams of approximately 4 students will produce brief (3-8 minute) video documentaries illustrating an "-ism" (racism, sexism, ageism, etc.). These videos will be planned, taped, edited and screened during the course. They will be evaluated on content (what is portrayed and to what degree the content displays a complex understanding of course theories/insights) and on form (technical skill with video and audio equipment). Please refer to the web page " Planning Makes Perfect: How to Plan Your -ISM (N.) Video" for more information on how to make your video and how the video will be evaluated. Evidence of project pre-planning, including the development of a storyboard for your video, are required for a project grade above 20 points. An example storyboard is shown on the " Planning Makes Perfect" web page. The storyboard is due at least two weeks before the video itself is due. Sample videos may be viewed here. (Download a copy of the scoring rubric here-->-ISM VIdeo Scoring Rubric). The -ism group members will complete the rubric and hand in to the instructor on the day the video is presented.  Excellent videos may be worth up to 30 points.
   
4. Learning Log: Each Friday you will email to the instructor (see email address above) a log of your time spent on the activities for this class (i.e., how much time you read an assignment, worked on your -ISM Video, etc.) and a brief reflection on your efforts A format has been developed for this task and may be found at this link. This task will assist you in developing self-awareness of your own learning behavior and may motivate you to keep up with assignments (worth up to 10 points).
   
5. Class Participation: Quality class participation is a crucial to the success of this course. If you are sensitive, earnest, enthusiastic and informed during class discussions, you will contribute to a productive learning community. Attendance and promptness counts--one must be in class in order to participate! You may be absent from only one class period without penalty. For each class period missed beyond that, 0.5 will be subtracted from your course grade.
   
   Professional behavior is expected from participants in this course. Students are accountable for all instructions posted to this web site and should familiarize themselves with all expectations and deadlines outlined here. Direct any inquiries to the course instructor. Also, students should dress professionally (no caps or athletic uniforms in class please!) and be sure to de-activate pagers and wireless communications devices prior to the beginning of class.
   

Those students who earn 95 or more points will receive a 4.0 for the course. Similarly: 90-94 = 3.5, 85-89 = 3.0, 80-84 = 2.5, 75-81 = 2.0, 70-74 = 1.5, 65-69 = 1.0, 60-64 = 0.5, & 0-59 = 0.0. Students registered at the graduate level must earn a 2.5 or above to apply this course towards licensure. Students registered at the undergraduate level must earn a grade of 2.0 to apply this course towards licensure. Students registered for the undergraduate version of this course are graded using the undergraduate grading scale and students registered for the graduate version are graded using the graduate grading scale.

Other Student Rights: Students with diagnosed learning disabilities or physical handicaps may have legal rights to course modifications. Please identify yourself to the instructor so that he may assist you in reaching your learning goals. All students have the right to use the Augsburg College Counseling Center and Student Development staff services, as well as to receive tutoring assistance from the Writing Lab.

I. Orientation and Expectations

Objectives:
1. To orient the student to the areas of human relations study and diversity in American education
2. To provide an overview of this course in human relations: expectations and controversies

Assignment: Review course website: assignments, expectations, and deadlines
Media: Murrow Report: "Kids Deal With Race" and "Skin Deep"

Sept. 29 and Oct. 6  __History of diversity in American education

Media: "The Road to Brown"
• Beals book due/Questions handed in Sept. 29 (email notes to instructor--see address above)

II. Cognition and Information Processing

Objectives:
1. To understand social cognition, attribution, and information processing theories
2. To understand the relevance and application of these theories to diversity and education

Oct. 13 and 20  __Social Perception _________________________ Babad et al., Chs. 3, 5, and 6

Media: "A Friendly Game" and "Stereotypes in Television"
• Learning Analysis Journal, Section I due Oct. 20

Oct. 27 and Nov. 3   __Expectations and Interpreting Information

Media: "Productivity and the Self-fulfilling Prophesy"
• Fadiman book due/Questions emailed to instructor on Nov. 3

III. Personality Development and the Self

Objectives:
1. To understand the major social psychological theories of the self
2. To understand the parts of the self such as gender and sex roles and other group roles
3. To investigate your own experience of development and your attitudes toward self and diversity

Nov. 10 and 17  ___The Social Self __________________________Babad et al., Chs. 8, 9, and 10

Media: "Still Killing Us Softly 3"
• Budgeting exercise in class on Nov. 17
• Please bring current popular magazines to class on Nov. 17

Nov. 24 and Dec. 1  ___Gender

• Loewen book due/Questions emailed to instructor on Nov. 24
• Babad et al. Learning Notes due at the beginning of class on Dec. 1
• Come to class prepared to discuss/review Babad et al. on Dec. 1

IV. Educational Applications

Objectives:
1. To understand Robert Terry's Diamond Model and several models of conflict resolution
2. To discover your own conflict and change agent styles and to practice conflict management skills
3. To review the major reasons why diversity is important for education and educational leaders

Dec. 8   ___Change Agent Theory _

Media: "Beyond the White Male Club"
• Johnson and Pleece Learning Notes due at the beginning of class on Dec. 8
• Learning Analysis Journal, Section II due Dec. 8--Please make sure to put Campus Box number on each item handed in so it may be returned!
• Course evaluation completion

Tues.. Dec. 15 ___FINAL EXAM PERIOD--1:30-3:00 P.M. in SVE 2  (((((Only If Needed)))))

• Remaining -ISM (N.) Video Project Screening(s)

(All assignments not previously handed-in must be delivered to the instructor no later than 4:00 P.M. on the final day of classes--make sure to put CB number on each item handed in so it may be returned!)

-ISM (N.) Video Project Dues Dates (One or Two Groups Per Week):

-ISM (N.) Group Topic	Storyboard Due (two weeks prior to video date)	Video Due
1.	Oct. 20	Nov. 3
2.	Oct. 27	Nov. 10
3.	Nov. 3	Nov. 17
4.	Nov. 10	Nov. 24
5.	Nov. 17	Dec. 1
6. If needed	Nov. 24	Dec. 8
7. If needed	Dec. 1	Dec. 15 Final Exam Period

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