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General Course Information for EDA634: Diverse Families/Communities

Course: EDA634 - Diverse Families/Communities
Textbook: For the correct edition of the textbook assigned to a specific class, go to:

Course Description:

Examining and evaluating attitudes toward race, culture, ethnicity, sexual orientation, and individuals with disabilities. Learning how to work effectively with diverse families, caregivers, and community members. For candidates in MS in Applied School Leadership program only.

Course Learning Outcomes:
  • Be aware of the importance of establishing connections between the school and the community.
  • Demonstrate an understanding of the importance of incorporating the perspectives of families and community members into the decision-making of the school.
  • Recognize the goals and aspirations of diverse family and community groups as communications are developed.
  • Identify existing gaps in incorporating family and community involvement.
  • Work with staff to address and prioritize strengths and weaknesses of current family and community involvement efforts.
  • Implement a plan for addressing needs and capitalizing on strengths.
  • Assess personal strengths and limitations in public and engagement and work to improve professional capacity in this area.
  • Be aware of the importance of establishing partnerships between the school and the community.
  • Establish a venue to ensure the flow of information to all stakeholders regarding community partnerships.
  • Work with district, site and community leaders to identify opportunities for establishing partnerships that will contribute to increased achievement of all students.
  • Identify and establish programs that educate parents in order to support student success.
  • Acquire and demonstrate strong facilitation skills.
  • Establish predictable connections between the school and families.
  • Develop a process for maintaining and assessing communication strategies.
  • Be able to generate new strategies for communicating with families/community members.
  • Investigate and identify adopted instructional materials which include assessments and teaching strategies that meet the needs of students who are learning to be literate in English.
  • Recognize the goals and aspirations of diverse family and community groups as communications are developed.
  • Identify structures for translating communications into home languages.
  • Identify actions rooted in beliefs/values/assumptions that are inconsistent with the principle of equity.
  • Understand that a leaders own actions and communications influence the shared values and beliefs of a school community.
  • Identify specific areas of beliefs/values for change and strategies for achieving change.
  • Demonstrates high standards of professionalism and the principle of educational equity.
  • Conveys a consistent set of beliefs, values, and assumption regarding the educability of all students in a standards-based system and the principle of equity.
Specified Program Learning Outcomes:
  • Create consensus among the diverse constituencies in the school and community.
  • Devise effective communication systems that support the implementation of the vision of the school community and the infusion of the vision in the instructional program.
  • Establish high expectations and standards for the academic and social development of all students and adult stakeholders.

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like:

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:


Contact the Library:

  • (858) 541-7900 (direct line)
  • 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

  • Recorded class presentations
  • Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty:

Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

  • Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
  • Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
  • There are to be no offensive comments, language, or gestures