Course Objectives and Orientation:

Knowledge of:	Skills in:	Professional attitudes related to:
human relations and diversity theory	producing instructional materials	appreciating differentiated learning approaches
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:

• New Possiblity--Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do - by Eberhardt, Jennifer L.
  
  
• Bennett, D. (2014, November 5). How to help take control of your brain and make better decisions. The Washington Post.
• Feldman Barrett, L. and Wormwood, J. (2015, April 19). When a gun is not a gun. The New York Times.
• Steele, C. (2011). Whistling Vivaldi: How stereotypes affect us and what we can do. New York: W.W. Norton & Company.
• Each student will choose one of the following books:
  
  • Beals, M. (2007). Warriors don't cry: A searing memoir of the battle to integrate Little Rock's Central High. New York: Pocket Books.
  • Chabris, C. and Simons, D. (2011). The invisible gorilla and other ways our intuitions deceive us. New York: Crown Publishing Group.
  • Chatterton Williams, T. (2019). Self-portrait in black and white: Unlearning race. New York: W.W. Norton & Company.
  • DiAngelo, R. (2018). White fragility: Why it's so hard for white people to talk about racism. Boston: Beacon Press.
• Fadiman, A. (2012). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. New York: Noonday Press.
• McGhee, H. (2021). The Sum of Us: What Racism Costs Everyone and How We Can Prosper Together. London: One World.
  
• Loewen, J. (2007). 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 also required reading. These assignments will be graded based on the standards and formats described in these documents.
• Additional readings may be required. Resources will be available in Lindell Library or through inter-library loan ordering.

Program Portfolio: A standards-based portfolio is required in EDC 490/580 (elementary and secondary). 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:

Many of the class activities and films cannot be made up, therefore 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 grade points (4.0 = A, 3.0 = B, etc.) will be subtracted from your course grade. If you must miss a class meeting, please speak with the instructor ahead of time. Students may, with the permission of the instructor, make-up unavoidable absences (e.g., illness or family emergency) by engaging in equivalent learning activities which they must document for the instructor. Other avoidable absences may not be made-up.

Whatever documentation you propose to make up an absence, it should be prepared in such a way as to highlight your careful understanding, reflection, analysis, and evaluation of the concepts discussed in the class, not simply copying what was said or shared in class. Don't summarize...analyze.

Academic Honesty Policy:

The Augsburg University policies on academic honesty apply to this course. Unless otherwise stated, the assignments you hand-in are assumed to be your own individual work. Please refer to the Augsburg Student Guide's section on Academic Honesty Policies 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. Students are responsible for reading all assignments thoroughly. The assignments in this course are evaluated based on the standards and formats described in these documents. Keep in mind that while some of the activities are not due until the end of the course, you may wish to begin them now to avoid a rush of work at the end of the term.

There are a total of 100 points available in this course. Your grade in this course is composed of several elements:

1. Course Readings and Lectures (up to 35 points):
   
   • Comprehensive Course Exam Each learner will read the Steele book. The concepts discussed in this book match many of the concepts we will discuss in the course lectures and discussions. You will take an exam on the concepts discussed in this book and in the course lectures on the date cited below in the course schedule, An excellent strategy for reading and preparing yourself for the exam is the SQW3R strategy. Click here to learn more. You should also take and review your notes from the class lectures to prepare for the exam. A Study Guide is available to assist in your preparation, found at this link. This exam is worth up to 25 points.
     
     
   • Beals, Chabris and Simon, Chatterton Williams, DiAngelo, Fadiman, McGhee, or Loewen 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. Your answers to these questions should be written in such a way as to highlight your careful understanding, reflection, in-depth analysis, and evaluation of the concepts discussed in the text, not simply copying what the author says and repeating the ideas in the book. Don't summarize...analyze. 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. 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 assessed twice during the term and may be worth up to 25 points.
   
   
3. Small Group Video Documentary: -ISM (N.) Project: (Portfolio Assignment*) Teams of 3-4 students will produce brief (3-8 minute) video documentaries illustrating an "-ism" (racism, sexism, ageism, etc.) and a well-researched approach to how you will discuss and/or solve this issue in your classrooms. These videos will be planned, recorded, edited and screened during the course. They will be assessed both 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).
   
   The -ISM (N.) group project works at several different levels: at the overt level, you and your partners make a video about an "-ism," but at a deeper level, the group itself is a learning tool. By struggling with the intentionally vague demands of the task (no one forced you to decide on what topic you focused, who was in the group, who did what task, etc.) you should uncover knowledge about how groups work and what groups skills you possess. You are living diversity, not just reading about it!
   
   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. A sample video 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 Logs: Each Friday you will complete 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 crucial to the success of this course. If you are sensitive, earnest, enthusiastic and informed during in-class and online discussions, you will contribute to a productive learning community. Attendance and promptness counts--one must be in class and on time 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.. If you must miss a class meeting, please speak with the instructor ahead of time.
   
   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, pajamas, or athletic uniforms in class please!) and be sure to de-activate wireless communications devices prior to the beginning of class.
   

* Portfolio Assignment: It is highly recommended that you put this assignment in your program portfolio.

EDC 210 Grade Tally Worksheet:

• Use this online GoogleSheets worksheet to record your scores during the semester. Details will be discussed at the first class meeting.

Electronic Document Submission:

Documents in this class are submitted digitally via GoogleDrive. The documents should be converted to GoogleDocs format (not MS Word format) and include all of the items physical paper assignments would include such as your name and the title of the assignment. Make sure to include all relevant identifying information. Make sure to add the instructor as an editor (username: erickson@augsburg.edu) so I am able to comment on your assignment online.

Also make sure to save the file with your name and the name of the assignment in the file's name, e.g., "Your Name - Assignment Name." If you have any questions, please speak with the instructor. Documents not following this protocol will be returned. Further instructions are found on the course moodle site.

Late Work Policy:

Academic Alerts:

Disability Accommodations and Accessibility and Other Student Rights:

Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the CLASS Office at 612-330-1053 or stop by the Gage Center welcome desk on the link level of the Lindell Library as soon as possible to better ensure that such accommodations are implemented in a timely manner. All students have the right to use the Augsburg University Counseling Center and Student Development staff services, as well as to receive tutoring assistance from the Writing Lab. This class affirms individuals of all gender identities and gender expressions. Students are expected to show respect to others, including referring to others using their preferred names and pronouns. 

Pre-Course Schedule (this schedule may change due to media availability and other considerations):

Unit 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
3. To review and discuss the history of diversity in schools and to define some important terms and concepts

Before First Class Meeting: Click here to read David Brooks's New York Times opinion article --> Our current model of social change isn’t working. This article discusses the social scientific orientation we take in this class. Please read it before our first class meeting and during class, we will discuss it in order that you can prepare yourself to benefit from the activities in which we'll be engaging in this class. Note: An alternate link for this article is available on the Moodle site. Use it instead of this one if you have any difficulty accessing the article.

Also, please review the course syllabus and carefully examine our moodle site. Write down any questions you have (or post them to our Q and A Discussion Forum in moodle) so we can discuss them at our first class meeting. 

Activities and assignments due:
• Quiz on the course syllabus administered
• Review course resources, assignments, expectations, and deadlines
• Media: Murrow Report: "Kids Deal With Race"
  (Note: the videos listed in the "Activities and assignments due" section here and below will be shown in class. You do not need to view them outside of class unless you miss class and have to make-up that activity.)

Activities and assignments due:
• Media: "What is Race?"

Activities and assignments due:
• Media: "The Road to Brown"

Activities and assignments due:
• Beals or McGhee book responses due (shared via GoogleDrive. See instructions for how to upload documents to GoogleDrive on the course moodle site.)
• Link to: Review Questions for Beals | Fadiman | Chabris and Simons | Chatterton Williams | DiAngelo | McGhee | Loewen books
• Media: "Burt Williams and the Story of Jim Crow"

Unit 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

            •

Activities and assignments due:
• Read: Feldman Barrett, L. and Wormwood, J. (2015, April 19). When a gun is not a gun. The New York Times.
• Media: "Stereotypes in Television"

Activities and assignments due:
• Read: Bennett, D. (2014, November 5). How to help take control of your brain and make better decisions. The Washington Post.
• Learning Analysis Journal, Section I due (shared via GoogleDrive)
• Read Steele, Chs. 5-8

Activities and assignments due:
• Fadiman or Chatterton Williams book responses due (shared via GoogleDrive)
• Link to: Review Questions for Beals | Fadiman | Chabris and Simons | Chatterton Williams | DiAngelo | McGhee | Loewen books
• -ISM (N.) Video Project Screening(s)
• -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.

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

 Online Assignment - Forum Responses Due by 10:00 am on Fri., Nov. 11th  

Activities and assignments due:
• Media: Watch "Beyond the White Male Club" (streaming link from the course moodle site)
• Then respond to the questions in the online moodle forum labeled "Beyond the White Male Club."

Activities and assignments due:
• Please bring current popular magazines to class next week
• Read Steele, Chs. 9-11
• -ISM (N.) Video Project Screening(s)
• -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.
• Course Exam Study Guide and Course Definitions (Download this document and use it to prepare for the upcoming course exam. Exam in two weeks.)
•   Notes/overheads from lecture/discussion on "The Self."

Activities and assignments due:
• Please bring current popular magazines to class this week. _ _
• Media: "Still Killing Us Softly 4"
• Chabris and Simon or DiAngelo book responses due (shared via GoogleDrive)
• Link to: Review Questions for Beals | Fadiman | Chabris and Simons | Chatterton Williams | DiAngelo | McGhee | Loewen books
• -ISM (N.) Video Project Screening(s)
• -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.
 • Course Exam Study Guide and Course Definitions (Download this document and use it to prepare for the upcoming course exam. Exam next week.)

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

Activities and assignments due:
• Comprehensive Course Exam (on Steele book and course lectures) administered today-- Please refer to our moodle site for the link to the exam. 
• Loewen book responses due (shared via GoogleDrive)
• Link to: Review Questions for Beals | Fadiman | Chabris and Simons | Chatterton Williams | DiAngelo | McGhee | Loewen books
• Learning Analysis Journal, Section II due (shared via GoogleDrive)
• -ISM (N.) Video Project Screening(s)
• -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.

• -ISM (N.) Video Project Screening(s) (extra--if necessary)
• -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.
•   Notes/overheads from lecture/discussion on "Teaching Strategies and Personal Strategies to Utilize Diversity in Your Classroom."

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

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