Syllabus 5125

Syllabus for Educating Diverse Populations IELP5125-114
Spring Semester, 2019 Thursday: 5-8PM IVC System & Canvas

Instructor: Jessica Bulloch, M Ed Phone: 435-238-3738
Office: Online
Office Hours: Thursday 3-4 Credit Hours: 3

Email: ​This email address is being protected from spambots. You need JavaScript enabled to view it.
Course fee: Assessed with tuition payment

Required Text:

Gollnick, D. M. & Chinn, P.C. (2013). Multicultural Education in a Pluralistic Society. 10th ed. Upper Saddle River, NJ: Merrill Prentice-Hall.
ISBN: 978013793509

Supplemental Texts: (Choose one)

Yousafzai, M. (2015). I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban. Back Bay Books. 1st Edition.
ISBN: 0316322423

Diamond, J. (1999) Guns, Germs and Steel: The Fates of Human Societies W.W. Norton & Company. 1st Edition.
ISBN: 0393317552

Moody, A. (1992). Coming of Age in Mississippi: The Classic Autobiography of Growing Up Poor and Black in the Rural South. Dell. 1st Edition.
ISBN: 04403148887

Course Description:

IELP 5125-114 will examine relevant educational issues relating to diversity (e.g., ethnic, cultural, racial, geographic, linguistic, economic, academic, social, sexual, and gender diversity). Access to public education and advocacy for underserved, underrepresented , and minority populations is arguably the most important service educators can provide.

Course Content:

The following areas of diversity will be addressed through readings, discussions and activities and assignments within the scope of the course.

Course Goals/Objectives/Learning Outcomes/Assessments:

Students will develop an understanding and appreciation of diversity with regard to race, language, gender, socioeconomic status, ethnicity, geographic region, sexual orientation, ability and age. They will use that knowledge to advocate, implement and evaluate educational programs based on individual student needs. Specific learning outcomes are outlined below.

Course Goal/Objectives/Assessments:

SUU Claims made to TEAC

National Standards

Goals and Objectives:


All SUU Professional Education candidates demonstrate knowledge and competency in their professional field.


Goal: ​Understand the major concepts and structures of their content areas and can create learning experiences that these subjects matters meaningful for students. Objective 1: Examine a variety of multicultural lessons and class activities that are appropriate for the grade level

Well organized literature review of what works in multicultural education by synthesizing peer reviewed journals

All SUU Professional Education candidates demonstrate pedagogical and/or leadership competency and exhibit effective elements of teaching/leadership in the area they have chosen.



Develop an in-depth understanding of theories, components, and goals of multicultural education. Objective 1:

Read various case studies and share their opinions about issues in multicultural education and discuss possible solutions to help culturally

Read and report on case studies and discuss in small group learning communities.


disadvantaged students.


All SUU Teacher Education candidates demonstrate professional teaching dispositions that promote effective teaching and learning


Goal:​Show their enthusiasm for increasing knowledge and skills to promote multicultural education ​Objective 1:

Actively participate in class discussion on a variety of topics related to issues of multicultural education.

Attend class regularly, share ideas with classmates, and complete all required in-class activities.

All SUU Teacher Education candidates demonstrate a knowledge of the issues surrounding diversity and how to enhance assigned education duties through application of that knowledge.



Develop flexibility in instruction to meet the individual learners’ needs and enhance instructional effectiveness for all learners

Objective 1:

Examine different cultures, including their own and recognize and respect the diversity among learners. Objective 2: Examine different cultures, including their own and recognize and respect the diversity among learners. Objective 3: Examine various methods used to support diverse student populations in the school setting.

Cultural Identity: Create an ethnic/cultural identity timeline describing their own cultures and personal biases and share them with other students.

Develop a lesson plan: Identify content, language and behavioral objectives and ways to accommodate diverse learners.

Identify evidence-based strategies to he ESL, and student with special needs in inclusive settings.

All SUU Teacher



Locate books, articles

Education candidates understand how to utilize various technologies to enhance all phases of education


Use a variety of instructional materials to improve their instructional practices and maximize student learning Objective 1:
Use technologies including web resources and a variety of software and create education materials to promote multicultural awareness.

and web resources that help design multicultural and diversity lessons.

Collaboratively design a culturally competent classroom.

All SUU Teacher Education candidates understand that learning is a life-long process and can apply this knowledge throughout life



Continually make efforts to learn about multicultural education and recognize its importance and impact on students’ learning as well as their life.

Objective 1:

Write a reflection about class discussion and materials learned from this course and describe a role of the classroom teacher in multicultural education

Service Learning Assignment

Weekly reflect on service learning experiences and respond to other students’ reflections (threaded discussions)

Weekly Schedule

Tentative Schedule of Assignments and Activities: Instructor reserves the right to make changes as needed.





Assignment/ Assessment

Feb. 25



Syllabus review:
What is multicultural education? Self-Assessment Conducting a literature review

Conduct a self-assessment of Cultural Sensitive and Awareness

Conduct an Authentic Literature Review on what works in Multi-Cultural Ed.

March 4



Utilize access to online journals, research peer-revised journals and databases.

Submit Summary (with cited articles from peer-revised journals) about what works in Multi-Cultural Ed. (What did you discover?--How would this work in your current setting?)

March 11



Social Media Study:

Ethnicity & Race Issues Class
Share a post on social media about any of the issues in your community and in education. What is the level of awareness on these platforms? What was the level of engagement?

Read & be ready to discuss Chapter 2 & 3 Prepare a “What if” statement for the reading

March 18



Social Media Study: Gender & Sexual Orientation Issues: Share a post on social

Read and be ready to discuss Chapter 4 & 5 Prepare a “What


media about any of these issues in your community and in education. What is the level of awareness on these platforms? What was the level of engagement?

if” statement for the reading

March 25



Social Media Study: Exceptionality & Language Issues: Share a post on social media about any of these issues in your community and in education. What is the level of awareness on these platforms? What is the level of engagement?

Read and be ready to discuss Chapter 6 & 7 Prepare a “What if” statement for the reading

April 1



Advocacy in Action Presentation
Design a faculty meeting Presentation on any topic covered in class up to this point. Include hand-outs and materials for faculty and staff supporting the awareness & advocacy of a relevant topic to you and your community.


April 8



Ethnic Diversity

Consider excerpts from supplemental texts and report on the history, context, and current events related to ethnic diversity.

April 15



Advocacy in Action Presentation ​Share the

Read and be ready to discuss


contents of your Advocacy in Action with class members and incorporate in your respective faculty meetings and/or PLC’s.

Chapter 7

Prepare a “What if” statement for the reading


Service Learning Field Experience





Course Requirements:
(Be sure and check CANVAS for details on each assignments)

30 points Social Media Posts/Discussions/Insights 40 points eachIn class discussions/participation

100 points 100 points

40 points

Advocacy in Action Plan Presentation Field/Practice Log

Literature Review

30 points each“What if” statements

Student Time Requirement

Hybrid course with Practical Experience: 6 face-to-face sessions:

(18 total hours) 6 online sessions (2 sessions that will take 4 hours to complete, 2 sessions that will take 6 hours to complete and 2 sessions that will take 12 hours to compete for a total of 24 hours) and 6 hours of practical experience (altogether for a total of 48 hours)

Face to face sessions ​​will be held from 5-8 pm on Thursdays from February 22-March 22, with a final session on April 19.

Online sessions ​for 2/27 & 4/12 will take place between face-to-face sessions and should take 3 hours each to complete. ​Online sessions​ for 2/27 & 4/12 will take place between face-to-face sessions and should each take 6 hours to complete. Online sessions will be

comprised of literature reviews, culturally relevant news in education and society, social media assessment and self-reflective journals.

Field/practical experience: ​Student field/practical experiences (6 hours) may be chosen from suggested list and must be completed and reported on the final class on 4/19/18.

Students will keep a field journal logging their hours of authentic field experience in their respective school/community settings.

Late work policy:

There will be no extra credit available for this course. If you need to turn something in past the deadline you must make PRIOR arrangements to do so with the instructor. Late work without prior arrangements will be an automatic 10% drop in points.

Grading Scale:

All assignments must be submitted in order to receive a grade. Attendance and participation are essential components of the course. Percentages for grades are:

100-95 A
94-90 A-
89-87 B+
86-83 B
82-80 B-
79-77 C+
76-73 C
72-70 C-
67-69 D+
63-66 D
60-62 D- 
Below 60 F

General Assignment Rubric:


Standard to be achieved:

100% of points

Fully achieves the purpose of the task, while insightfully interpreting, extending beyond the task, or raising provocative questions: *Demonstrates an in-depth understanding of concepts and content.

*Communicates effectively and clearly, using dynamic and diverse means.

90% of points

Accomplishes the purposes of the task: *Shows clear understanding of concepts *Communicates effectively

80% of points

Substantially completes the purpose of the


*Displays understanding of major concepts, even though some less important ideas my be missing
*Communicates successfully

70% of points

Purpose of the task not fully achieved; needs elaboration; some concepts may be ineffectually stated or inappropriate; assumptions may be flawed.

*Gaps in conceptual understanding are evident
*Limits communication to some important ideas; results may be incomplete or not clearly presented

60% of points

Important purposes of the task not achieved; work may need redirection
*Presents fragmented understanding of concepts; results may be incomplete or arguments may be weak

*Attempts communication

50% of points

Purposes of the task not accomplished *Shows little evidence of appropriate reasoning
*Does not successfully communicate relevant ideas

Academic Integrity:
Scholastic dishonesty ​will not be tolerated ​and will be prosecuted to the fullest extent. You are expected to have read and understood the current issue of the student handbook (published by Student Services) regarding student responsibilities and rights, and the intellectual property policy, for information about procedures and about what constitutes acceptable on-campus behavior.

ADA Statement:

Students with medical, psychological, learning or other disabilities desiring academic adjustments, accommodations or auxiliary aids will need to contact Southern Utah University Coordinator of Services for Students with Disabilities (SSD) in Room 206F of The Sharwan Smith Center or phone (435) 865-8022. SSD determines eligibility for and authorizes the provision of services.

“Person first” Language:

Students are expected to use appropriate language in class discussion and in written work. People with disabilities are people first who happen to have a disability such as a physical, sensory, behavioral, or intellectual. Please avoid phrases like “handicapped”
“ED kids”, “retard or retarded” or other statements that highlight the disability rather than the person. Instead, speak and write in a way that puts “people first” i.e., “the student with a significant disability” or “ the student with a behavior disorder.” Although this may seem harder to do and trivial at first, it emphasizes the humanity and individuality of the person and clarifies that a disability is only one of many characteristics (and not the defining one) that people possess.

Attendance and Participation:

Students are expected to attend all class sessions. If a class is to be missed due to a legitimate reason beyond the student’s control, students are responsible for notifying the instructor in advance by phone or by email. To maintain an atmosphere of mutual respect, students are asked to not hold conversations while other students or the instructor or guest speakers are presenting. ​If you chose to bring a laptop or Ipad to class, please maintain its use for note-taking only.

Also, students are asked to refrain from engaging in distracting behaviors such as text messaging, reading the paper, finishing last minute assignments, working on other assignments whether for this class or other projects, sleeping, etc. Please put your cell phone, pager, etc. on vibrate or turn it off during class.

Course Fees:

Fees charged for this course are designed to maintain high quality programming, equipment, materials, supplies, and services for students in the College of Education and at Southern Utah University. A detailed list of expenditures is available in the Dean’s Office. For information on course-specific fees please see your instructor.

HEOA Compliance Statement:

The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law. Detailed information can be found at”

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