Syllabus
EDFN 475: Human RelationsCollege of Education and Counseling
(3 credits)SDSU, Department of Teacher Education
Dr. Kathryn Penrod695-2820 (C)
Office: Wenona Hall 201688-6258 (W)
693-4568 (H)
E-mail: and within D2L
Course Delivery:
This course will be delivered fully on-line. It is expected that all students use the syllabus and the on-line tools to complete this course. It is expected that all communications be within the D2L environment and that each student participate each week during the semester. The dropbox should be used for submitting assignments. Each student is expected to participate in discussions initiated by the professor each week. The course is designed with a different focus each week. The discussion restrictions will allow participation in each week’s topic for at least ten days. I may choose to leave discussions open longer than ten days if I feel it will be appreciated and benefit the group. My goal is that we encourage each other and support each other in this learning environment thus we need to be engaged on-line together. If you have timing issues please feel free to e-mail. My experience is things work out if we work together.
My Teaching/Learning philosophy:
I trust you to want to learn! I believe you will respect each other and learn from the text, the internet, each other, your efforts to think, and from your own past experience. It is my job to provide a forum, a structure, a set of materials, and challenges that will assist you in advancing your personal knowledge base. I have the task to evaluate your contributions and your work. I believe you each have personal knowledge and experience that is worth being included in this class and thus I look forward to your postings, your interactions and your growth. Your contributions and involvement is enriched and limited because of the on-line environment – but I have confidence we can and will make it work. Each of you will/must contribute to others’ growth and knowledge related to effective teaching as we journey together.
Technology Skills:
See D2L description of needed hardware requirements. It will be necessary for each student to prepare electronic documents, use the internet to search for information, to up-load assignments, and use D2L functions. The staff at the SDSU help desk is very skillful and eager to assist – do call on them if their support is needed. Help desk – 605-688-6776 If you have questions about on-line etiquette (netiquette) there is a link on the course home page.
Course Description
This course will develop an awareness of the constructivist approach to learning and the importance of effective human relations skills needed to enhance learning and well-being for all students.
The four content strands focus on the following:
1. characteristics, contributions, and strengths of a pluralistic society;
2. various cultural perspectives and specific information about cultures;
3. the dehumanizing impact of biases and negative stereotypes;
4. the human relations approach to teaching.
Human Relations is part of a sequence of professional and pedagogical studies that will provide students with tools, communication strategies, and information necessary to continue development as effective professionals in the field of education.
Course Purpose:
Changes within our communities, state, country, and global communications and economic systems necessitate that all individuals are able to identify and confront their personal biases and prejudices to effectively work with various groups of people from diverse cultural backgrounds and exceptionalities. This course will be a foundation for a student's future professional preparation related to the specific development of instructional plans and management strategies needed by teachers in our current pluralistic society. This is the primary course in which students learn and apply concepts related to human dignity and individual rights, gender and cultural issues, and exceptional learners. School law and educational policy, as related to the course, will be explored. Students will be expected to use the information in this course as they expand and construct their personal knowledge base related to teaching and learning. Knowledge, attitudes, and skills learned in this course will be integrated with the content and activities in other courses throughout the student's professional studies.
Course Teaching Methods and Activities
The methods and activities used to involve students in learning include these:
1. reading assignments with written reflections and response to questions posted as part of on-line discussions; including the text and a novel;
2. presentations - with opportunities for individual and small group decision-making; -- Each individual or group (teams of three) will create a power point about an issue related to education in a pluralistic society and post it on D2L for presentation and discussion.
3. 10-hours of service-learning experiences with personal growth reflection papers, resulting in the application of knowledge explored in class;
4. sequenced instructional activities including discussions, and activities, simulations, etc.
5. Chapter quizzes
Text (required)
Human Diversity in Education: An integrative approach by Kenneth Cushner, Averil McClelland, Philip Safford (6th edition)
ISBN # 0-07-312603-9
Three Cups of Tea
Class Requirements
Class Attendance Policy:
This is a professional development course; consistent participation and promptness will be emphasized. In addition, the exploratory nature of the course requires informed participation. Professional courtesy requires that students notify the instructor if they will be unavailable for awhile so that arrangements can be made to complete the course assignments. D2L e-mail works well for this.
Service/Learning Component:
Completion of 15 hours of service/learning related to education is an important Teacher Education program requirement. A grade cannot be submitted for a student who has not documented completion of these hours. These 15 hours are to represent a separate and distinct component not duplicated by hours served for another course. Reflections will be handed in.
**Participation in this course also assumes permission is granted for the College of Education to use written assignments in possible research studies with a goal of improving the process of educating future teachers. Student anonymity is ensured.
Extra credit opportunity: Attend and reflect on cultural events.
Group Issue Presentations
Teams of three individuals will collaboratively build a power point presentation to be posted in this forum. Class members will watch the presentations and comment. Issues will include 1) Power in the classroom, 2) Emotional Intelligence, 3) Constructivism, 4) Teaching Social Justice, 5) School Drop outs, 6) Head Start, 7) Teach for America, 8) School vouchers, 9) Bilingual education Students can let me know the topic they want to explore and the first three choosing a topic will be assigned to work together. I will create a group chat for the team.
Summary of Written Requirements:
- Family History Research Paper – due
- Participation in chapter by chapter discussions
- Service/Learning Log (brief notes of activities) & reflection paragraphs (based on observation points lists) – due Aug 6, 2011
- Paper – related to novel – “______”
Cheating and plagiarism policy:
See student code of conduct, linked in course home page
Course Goals/Outcomes -
Human Relations will assist future educators to
- demonstrate an awareness and understanding of the values, lifestyles, contributions, and cultural history of a pluralistic and multi-cultural society
- translate one's commitment and understanding of human dignity and cultural characteristics into actions that result in positive and beneficial experiences for learners, colleagues, and members of our pluralistic communities
- model communication skills and attitudes that demonstrate respect for human dignity and individual rights as they interact with various groups in our multicultural and diverse society.
- confront and mediate personal biases and stereotypes that are dehumanizing such as sexism, racism, prejudices, and discrimination; and recognize the negative impact such biases have on effective interpersonal communications.
- be sensitive to the ways instructional materials communicate negative cultural stereotypes and dehumanizing biases.
- collaborate with others to explore group motivation and methods of enhancing positive social interaction, active engagement in learning and self-motivation
Evaluation Procedures
Assessment of Student Learning/Course Requirements:
Assignment guidelines are included in the content section of D2L. Reading the text and participating in the discussions regularly are essential for your success in this class.
Writing assignments will follow general standards for written English and will comply with APA style where appropriate. Make sure your assignments are clearly written and free from mechanical and grammatical errors. In addition, the student is responsible to notify the instructor as early as possible of any circumstances (e.g., severe illness, family loss) that will impede the timely submission of class work.
Grading scale:92 - 100 % = A
84 - 91% = B
75 - 83% = C
65 - 74% = D
Special Accommodations
If you anticipate needing any kind of accommodation to participate in this class, inform me and make the appropriate arrangements with the Office of Disability Services (110 West Hall, 688-4504). If you are a student supported by the TRIO program, let me know and provide me with the necessary paperwork so that I can support your efforts. (See Disability Policy attachment.)
Tentative Course Outline/Schedule
This course is based on four different strands: pluralistic society, cultural perspectives, biases and stereotypes, and the human approach to teaching. These strands are interrelated, however, and many of the topics apply to one or more of the strands. There will be 2-4 discussion questions posted for each chapter- students will respond in the discussion threads posted – this will allow interaction and discussion. All students will be expected to make their initial posting plus reactions to at least two of their classmates. Reactions may be in the form of questions, personal examples, challenges (as long as these are respectful) or agreements and statements of appreciation.
Week 1 – Chapter #1 Education and a Changing Society
Reflective questions 1 and 3 post to discussion tread
Select a place to complete your service learning hours
--10 required to be completed by 7/31—Paper due last week—see D2L
See assignment in the drop box.
Week 2 – Chapter #3 Culture and the Culture Learning Process
Reflective questions 3 and 4 post to discussion tread
Week 3 – Chapter #4 Classrooms and Schools as Cultural Crossroads
Reflective questions 3 post to discussion tread
Family study due by end of 5th week
Week 4 – Chapter #5 Intercultural Development: Considering the Growth of Self and Others
Reflective questions 2, 3 and 5 post to discussion tread (respond to 2)
Family study due by end of 5th week
Begin work on group Issue presentations
Week 5 – Chapter #6 Creating Classrooms That Address Race and Learning Style
Reflective questions 2, 3, and 4 post to discussion tread (respond to 2)
Family study due by end of 5th week
Work on group issue presentations
Week 6 –Chapter #8 Developing Learning Communities: Language and Learning Style
Reflective questions 1, 2 and 4 post to discussion tread (respond to 2)
Finalize group issue presentations and post inn both the drop for classmates review and comment
Week 7 –Chapter #9 Religious Pluralism in Secular Classrooms
Reflective questions 1, 3, 5, and 7 post to discussion tread (respond to 3)
Review and comment on Issue Presentations
Week 8 –Chapter #10 Developing Collaborative Classroom: Gender and Sexual Orientation
Reflective questions 4 and 5 post to discussion tread
Review and comment on Issue Presentations
Week 9 -- Chapter #12 Creating Inclusive Classrooms: The Ability/Disability Continuum and the Health Dimension
Reflective questions 1 and 3 post to discussion tread
Week 10 – Chapter #13 Improving Schools for All Children: The Role of Social Class ad Status in Teaching and Learning
Reflective questions 1 and 3 post to discussion tread
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