Self-Evaluation Paper

Self-Evaluation Paper

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Syllabus EDUC 385: Multicultural Understanding (3 Cr Hrs) Course Outline I. Course Title: Multicultural Understanding II. Prerequisites: None III. Catalog Description Introduction to diverse lifestyles related to a variety of cultural groups. The worth of each individual emphasized, and the importance of this view for developing the understanding required for intercultural relationships stressed. IV. Course Rationale: In the last thirty years, professionals in the fields of psychology, sociology, and education increasingly have acknowledged the undeniable impact that race, ethnicity and culture play in our homes, schools, work environments, and communities. Furthermore, the Indiana Rules 2002 Licensure Standards for education have placed an emphasis on responding appropriately to the diverse community of learners. This initiative has created a greater awareness and a clearer understanding of the “Global Community” in which we live and work, but more importantly, it has highlighted the need to develop multicultural competencies that would allow individuals to work effectively in this community. This course is designed to assist students with the acquisition of these competencies. VI. Course Objectives: Upon completion of this course, students should be able to do the following: 1. Identify their personal cultural values, beliefs, and attitudes in a Cultural Baggage Paper. (worldview) 2. Reflect upon the impact their worldview may have on culturally different individuals in the Self-Evaluation Paper and Action Project. 3. Reflect upon the impact the worldview of the culturally different may have on them in the Self-Evaluation Paper and Action Project. 4. Reflect on their cultural competence in practice and continually evaluate the effects of their decisions and actions. 5. Objectively describe the personal values, beliefs, and attitudes (worldviews) of individuals from other cultural groups in their research paper. 6. Present the socio-political influences that impact the development of racial, ethnic, and cultural groups during the current events presentation and research paper. 1 7. Develop and present strategies for effectively working with culturally diverse individuals and groups. 8. Distinguish between general knowledge about particular groups and specific information about individuals within those groups 9. Send and receive a wide variety of verbal and nonverbal responses accurately and appropriately In addition, EDUC 385 addresses the following professional standards: Standard Standard GG STd 1 5.1 VII. InTASC Standards The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that Two enable each learner to meet high standards. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each Nine learner. REPA Licensure Requirements Multicultural and Competence in multicultural awareness and technology as an aid to Technology education. OELD Professional Teacher Standards Elementary education teachers have a broad and comprehensive understanding of student development and diversity and demonstrate Student Development and the ability to provide instruction that is responsive to student differences Diversity and that promotes development and learning for all students. Association for Childhood Education International Standards Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their profession decisions and actions on students, families and other professionals in the Professional Growth, learning community and actively seek out opportunities to grow Reflection, and Evaluation professionally. Course Requirements: 1. Racial/Cultural Inventories: a. b. 2. Complete the Intercultural Development Inventory (IDI) (25 points): Complete two (2) Implicit Association Tests (IAT) (20 points): (i) One on race, and (ii) One addressing another diversity issue “My Cultural Baggage”: Write a 3-5-page paper, typed, and double-spaced in which you discuss your personal journey using the guidelines below. Use anecdotes, provide examples, and most importantly, MAKE IT PERSONAL! a. b. Consider your racial/ethnic heritage; reflect upon your known and unknown ancestry (roots). Also indicate the accompanying attitudes and feelings of significant others in your life toward culturally different groups. Review your personal and family values. Give examples of how your values 2 c. d. 3. are expressed in your everyday life (e.g., family, work, relationships, etc.). Identify your own cultural group (as distinguished by language, music, food, religion, region, dress, education, socio-economic class, sexuality, gender, etc.). How has your racial/ethnic/cultural identity affected the way you interact with others, and the way others interact with you? Discuss any cultural conflicts you have experienced directly or vicariously, e.g., cultural adjustment, values conflict, general confusion, delights …! Current Event Presentation & Discussion: Select one diversity theme that is addressed in the multi-media through a current event. Each student will be assigned 15 minutes in one class period to present the current event, identify the diversity theme of focus, and facilitate a class discussion of this theme. 4. Ethnic Book Review Paper & Presentation: Select a book from the Ethnic Literature genre to help give you more insight into a different racial/ethnic/cultural group. Preferably the book would be written by a member of this group or an author who can provide insight into the viewpoint of the group. Write a 3-page review of the book adhering to the following guidelines: a. b. Identify the racial/ethnic/cultural group that is the focus of the book. Provide a brief summary of assumptions and stereotypes made about this ethnic group by others. Provide any historical reference to help clarify why this group may be oppressed. c. Discuss your personal reasons for selecting this particular group. Do you have any personal baggage associated with this group? d. Summarize the content of the book (synopsis). e. Summarize the cultural values presented in the book. Based upon your book, what values were particularly important? What similarities and differences did you notice? f. Briefly discuss personal awareness and insights reached. What connections and revelations did you make while reading the book? g. Provide your general impressions of the book. Would you recommend the book to others? h. Conclude with a brief discussion of implications for your future growth and development in cultural competence. Note: This paper will be shared with the class. 5. Person-in-Culture-Interview: Each student will select an individual who is racially/ethnically/culturally different to interview. A handout will be provided. Selected excerpts of the interview will be orally shared with the class. 6. Action Project Paper & Presentation: 3 Select and follow through on ONE (1) action project designed to help you gain sensitivity in cross-cultural interactions (Handout will be posted on Blackboard). Plan and COMPLETE this action project! After you have completed your action project, (1) prepare a summary of your experience in a 3-page paper, and (2) conduct a 10-minute PowerPoint presentation of your Action Project both adhering to the following guidelines: a. b. c. d. e. f. Identify and briefly describe the experience completed. Identify and briefly discuss your personal objectives for this experience (i.e. ways you hoped to learn, change, or grow). Discuss your thoughts, feelings and reactions to the experience. Briefly discuss how your experience was supported or not supported by concepts found in the literature/film. Discuss whether or not your personal objectives for this experience were achieved. Explain your reasoning. Discuss implications for your future growth and development in cultural competence. Note: Your action project should show a clear linkage between your experience and the concepts presented in the multicultural literature. 7. Self-Evaluation Paper: Write a 3-page self-evaluation paper. In this paper: a. b. c. Compare and contrast your worldview at the beginning of the course with your world view at the end of the course. What did you perceive to be your biases, prejudices, and limitations? What assumptions did you make about people who are different from you? From where did these assumptions come? Discuss each one of the following course-related activities: IDI, IATs, interview, current events discussion, readings, videos, guest speakers, and class discussions that helped you look at yourself and your interactions with culturally diverse individuals/groups in a new light. Finally, SUBMIT your paper to LiveText ONLY! 4
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