District Syllabus
EDF2085
Introduction To Diversity For Educators


Credit Hours: 3
Contact Hours: 3
Laboratory Fee: None.
Prerequisites: or
ENC0025 Developmental Writing II and
or
REA0017 Developmental Reading II
Corequisites: There are no corequisites for this course.
Catalog Description: Designed for the prospective educator, this course provides the opportunity to explore issues of diversity, including an understanding of the influence of exceptionalities, culture, family, gender, sexual orientation, socioeconomic status, religion, language of origin, ethnicity, and age upon the educational experience. Students will explore personal attitudes toward diversity and exceptionalities. Students will be provided information on the Florida Educator Accomplished Practices, Sunshine State Standards, and the Professional Educator Competencies. A minimum of 15 hours of field-experience working with diverse populations of children and youth in schools or similar settings is required. The field experience should not be via virtual modes of film or Internet.
Required Materials: Books:
  • Kenneth Cushner, Averial McClelland, Phillip Safford. Human Diversity in Education: An Integrative Approach, 7th ed., McGraw Hill, 2012. ISBN: 9780078110276
Supplemental Materials:
Special Requirements: The 15-hour service learning component is mandated by the State of Florida. A student cannot earn a passing grade in this course without completing the 15-hour requirement. Note for Fall/Spring Semester Students: Pensacola State College has service learning agreements with the Escambia County and Santa Rosa County school districts. Students unable to complete this 15-hour requirement in Escambia County or Santa Rosa County must receive pre-approval to complete the requirement in a different school district from the classroom teacher. After receiving pre-approval, the student must then make the appropriate arrangements for service learning. Students will select three sites in order of preference. The site selected for EDF1005 may not be selected again for EDF2085.Though student preferences are considered, students may or may not be assigned their preferred sites. Before service learning begins, background checks may be conducted by each school district in accordance with its specific policies. Districts other than Escambia or Santa Rosa counties may have additional background checks required. Note to Summer Semester Students: Students enrolled in EDF2085 for the Summer Semester will be placed in ESOL classes in the Pensacola State College's Adult Education Department. Students are required to contact the adult education coordinator or the administrative assistant to arrange their service learning assignment.
Program Learning Outcomes:
After the completion of the course, the student will be able to:

1.  Identify characteristics, practices, and beliefs of diverse 
cultural groups.
2.  Describe how culture, family, gender, socioeconomic status, 
religion, language of origin,  ethnicity, and age can exert 
influence upon the educational experience.
3.  Demonstrate culturally-responsive teaching through the review of 
lesson plans incorporating topics appropriate for a variety of grade 
levels.
4. Discuss and apply reflective practices to determine how one's 
personal value system, attributes, stereotypes, and prejudices may 
influence the teaching and learning environment for teachers and 
students.
5.  Demonstrate culturally-responsive teaching through the review of 
lesson plans incorporating topics appropriate for a variety of grade 
levels.
6.  Discuss and use reflective practices to determine how one's 
personal value system, attitudes, stereotypes, and prejudices may 
influence the teaching and learning environment for both teachers 
and students.
7.  Demonstrate knowledge of the characteristics and special needs 
of students with exceptionalities.
8.  Identify key instructional practices associated with effective 
teaching of students with exceptionalities.
9.  Research and discuss the provisions and mandates of federal and 
state laws affecting educational experiences of students from 
diverse populations.
10.  Identify key instructional practices associated with effective 
teaching of students with exceptionalities.
11.  Research and describe how culture, family, gender, 
socioeconomic status, religion, language of origin, ethnicity, and 
age can exert influence upon the educational experience.
12.  Discuss and use reflective practices to determine how one's 
personal value system, attitudes, stereotypes, and prejudices may 
influence the teaching and learning environment for both teachers 
and students.
13.  Identify and discuss the affects and discrimination, bullying, 
alienation, and violence on students and the learning environment, 
and determine how to help counteract the effects.

              
              
Course Learning Outcomes:
1.  Students will compare and contract differences and similarities 
among cultures.
2.  Students will analyze and discuss how multiculturalism impacts 
students, teachers, and schools.
3.  Students will research and identify methods and benefits of 
culturally-responsive teaching, including recognition of the needs 
of special education students and of English Language Learners.
4.  Students will define the characteristics of the various 
classifications of students exceptionalities, and will identify how 
the exceptionalities may impact student learning and achievement.
5.  Students will identify and outline federal and state laws 
affecting students from diverse populations.
6.  Students will review instructional practices appropriate for 
students with exceptionalities and delineate the typical 
accommodations to make in the classroom by type of exceptionality.
7.  Students will use case studies to determine and explain the 
influence of family and community upon the needs of diverse students 
in the schools.
8.  Students will examine and describe how one's personal value 
system, attitudes, stereotypes, and prejudices can shape the 
teaching and learning process.
9.  Students will research and analyze the effects of 
discrimination, bullying, alienation, and violent acts on students 
and the learning environment.

              
              
Methods of Evaluation: Evaluation of student progress towards achieving the stated learning outcomes and performance objectives is the responsibility of the instructor, within the policies of the college and the department. Detailed explanations are included in the expanded Syllabus developed by the instructor for each section being taught.
Flexibility: It is the intention of the instructor to accomplish the objectives specified in the course syllabus. However, circumstances may arise which prohibit the fulfilling of this endeavor. Therefore, this syllabus is subject to change. When possible, students will be notified of any change in advance of its occurrence.
Student Email Accounts Pensacola State College provides an institutional email account to all credit students. Pirate Mail is the official method of communication, and students must use Pirate Mail when communicating with the College. In cases where companion software is used for a particular class, emails may be exchanged between instructor and student using the companion software.
Note: For students with a disability that falls under the Americans with Disability Act or Section 504 of the Rehabilitation Act, it is the responsibility of the student to notify Student Resource Center for ADA Services to discuss any special needs or equipment necessary to accomplish the requirements for this course. Upon completion of registration with the Student Resource Center for ADA Services office, specific arrangements can be discussed with the instructor.