||ECE 211 - Diversity: Development & Ed.
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Focus on cultural pluralism and its impact on development and education in regards to teaching and learning strategies. Emphasis on self-examination, reflection, and integration of current processes involved in interactions and relationships in society.
|Course Learning Outcomes:
- develop effective verbal, nonverbal, and media communication techniques and strategies for diverse learners
- examine the differences between multicultural education and cultural pluralism
- identify the benefits of a strong multicultural education program
- develop strategies to involve all families in children’s development and learning
- demonstrate professional standards and ethics
- list effective instructional strategies highlighting: review of previous work, presenting new content and skills, guiding child practice, keeping child on task, providing feedback and reviewing child's work.
1. Candidates must identify their own cultural experiences, answering and discussing questions such as:
i. When did you first realize cultural differences?
ii. How did your parents/caregivers communicate “culture” to you?
iii. In what ways did your culture support/impede you from succeeding within the educational system?
2. Candidates must design a multicultural activity which supports cultural pluralism within the educational setting and demonstrate how to include this activity within the classroom setting ... A lesson Plan ...
3. Candidates must identify strategies to teach children with culturally pluralistic backgrounds how to successfully maneuver/function within the mainstream culture.
4. Candidates must keep a reflective learning journal. The journal offers candidates an opportunity to review their notes taken during class time, reflect on the newly acquired knowledge and experiences, and process time to consider how this knowledge and these experiences can apply to their professional and personal development.
5. Candidates must write four (4) knowledge abstracts of articles. Articles must be approved by the instructor.
6. Candidates must pass a final examination. Examination may consist of, but is not limited to, essay questions, multiple choice, matching or true or false questions.
7. Candidates writing must demonstrate mastery of standard written English. APA style and format must be followed.
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: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
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: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
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