Human Diversity in Education

Masters of Science in Education

EDU 540

Breyer State University
Instructor: Janice DeCicco Fipp, Ed.D

SYLLABUS

COURSE OVERVIEW: Welcome to EDU 540 Human Diversity in Education this is a masters level course in the Masters of Science in Education Program. This course will give you an opportunity to view the educational process from the learners' perspective. You will become familiar with the increasingly diverse student population and their needs. This course will provide you with knowledge of teaching strategies and tools that will give all learners an opportunity for success. We will delve into the specific strategies for teaching all core curriculum content areas. This is a very valuable course providing you with the foundation needed to become an instructional leader of an educational community.

TIMEFRAME: This is a five-semester hour course. You are allotted ten weeks to successfully complete all of the requirements for the course. The first day of week one will begin the day you register for the course, or the day you notify me that your textbook has arrived and you are ready to begin. Please be cognizant of the time frame. It is rare that extensions of the time are permitted, unless there is good justification. Upon successful completion of this course, you will be awarded five semester hours of credit.

TEXTBOOK: This course requires one textbook.

Effective Teaching Strategies That Accommodate Diverse Learners,
2nd Edition. Kame'enui, Carnine, Dixon , Simmons, and Coyne. Merrill, Prentice Hall, 2002: ISBN 131720228.

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EXAMINATIONS: There are two examinations for this course, a mid-term exam and a final exam.

The mid-term exam must be taken at the end of the 5th week of the course.

The final examination must be taken by the end of the 10th week in the course.

Both exams are programmed and are located in the classroom for this course. The examinations are "open book" objective tests followed by two essay questions per exam. You will have one day to complete your exam once you access it from the classroom.

To access the exams, you must send me an email and request to have access to the exam. I will then program in your access.

You will receive an email from me stating that you are now authorized to access your exam.

To access, you go into the classroom, click on testing and click on the exam you are taking.

You will need your USER ID and PASSWORD to access the exam.

The exam will then appear on your screen.

Once you access the exam, you have 24 hours to submit your answers.

The program provides me with the date and time that you first accessed the exam.

The program also notifies me of the date and time you submit your answers.

When you are ready to submit the answers, go into the classroom and 'click' in your responses and then 'click' to submit.

Shortly, you will receive the exam in your email box with you computed score. You will also know what questions, if any, that you missed, and what the correct answers is. Simultaneously, I will score the essay questions.

I also receive a copy of your exam and your score.

GRADING: The grading scale for this course is as follows:

90-100%    = A
80-89%      = B
70-79%      = C
Below 70% = Fail

COMMUNICATION: Although, the course requires that you complete a good amount of reading on your own, I encourage you to communicate with me. I am available as a teacher, a coach, and a mentor to assist you in meeting your goals for this course.

Primarily, communication is through email. Our classroom for this course has a "chat" room. I am very willing to meet with you one-on-one in the chat with you at your request.

From time to time, depending on how many students are enrolled at a particular time, we will have some scheduled group chats.

You will receive more detailed information at the time such sessions are scheduled.

Please keep my email address handy so that you may contact me. If at anytime during this course you change your email address, please be sure to notify me.

WRITTEN ASSIGNMENTS: The written assignments for this course will be reactions to readings or observations. These should be completed in a Word Document and sent to me.

Although this is a Masters Level Education course and Mastery of the course content is our focus, as in any English Composition course, I will give you feedback on your writing. As a future educational leadership, you will be a role model in how you conduction yourself, how you communicate as well as how you lead others. Do not be concerned if you receive feedback with recommendations or corrections on sentence structure, grammar or usage, follow my lead and you will become more confident and successful within your current position and any future career path you choose.

READING ASSIGNMENTS: This textbook, as in most texts concerning the education profession, there is a great deal of content in every paragraph, every page, and every chapter.

The best way to be successful in mastering the content in each chapter is to use any of the study skills methods taught in many high schools and colleges today.

An example of how to read and learn from nonfiction text, such as ours is to:

•  Preview the Entire Textbook

•  LOOK AT THE TITLE OF THE TEXT

Bring to mind any prior knowledge you may have on this topic and also begin generating questions identifying what you would like to learn about this topic.

•  LOOK AT THE TABLE OF CONTENTS

Read table on contents and read the title of each chapter.

•  LOOK THROUGH THE INDEX

To again bring to mind prior knowledge and generate questions.

•  READ THE PREFACE/INTRODUCTION OF THE TEXT

•  Preview the Chapter

When assigned to read a particular chapter. Look for chapter content objectives first.

Next look for headings and subheadings. These will assist you in outlining the chapter if you wish.

Review and read all questions or activities at the end of the chapter prior to begin reading.

COURSE OBJECTIVES: Upon completion of this course, you will be able:

1). To become knowledgeable of the characteristics of diverse learners
2). To become knowledgeable of who our diverse learners are and what curricular needs they have
3). To become aware of the cultural, familiar, societal, political, and/or physical influences on learners within our educational communities
4). To become skilled in the areas of teaching strategies for teaching all core content areas to diverse learners.

ABOUT YOUR INSTRUCTOR: I, Janice DeCicco Fipp, Ed.D., currently teach graduate level courses within the Masters of Science Program in Education at Breyer State University . I hold a teaching certificate in elementary education, a masters degree in supervision and curriculum development and a doctorate in educational leadership. I have served as an elementary school teacher, a curriculum coordinator, a director of special services, and a school administrator for 14 years. Currently, I am principal of a 500 student elementary school and I love it. The daily challenges and pleasures regarding students, staff, parents, boards of education, state development mandates and laws keep the profession exciting and worth the effort!

My goal is to share a great deal with you, so you may move forward within your career.

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