Diversity of Schools and Society
I. Course Prefix/Number: EDN 180
Course Name: Diversity of Schools and Society
Credits: 3 (3 lecture; 0 lab)
III. Course (Catalog) Description
Course explores how schooling is shaped by the social contexts in which it occurs, particularly in multicultural and global contexts. Students investigate aspects of their own cultural identity and biases alongside comparative explorations of various culturally distinct groups in the United States and globally.
IV. Learning Objectives
Courses within the Education Program contribute to the fulfillment of multiple professional teaching standards. In most cases the courses at Oakton will introduce the skill/concept covered in the standard; however, some standards are fully met at this level. Each course will have assignments linked to particular learning standards. These assignments, or “artifacts,” serve as evidence that the student has either been introduced to or met the concept/skill described in the standard. The artifacts will be saved in an electronic learning portfolio within each Education course so that at the time of transfer each student will have standards-based evidence of accomplishment in all Education courses completed prior to transfer to a College of Education.
It is crucial that students understand the linkage of assignments in all Education courses to particular standards. Assignments are not only a part of a certain course, but begin to build the body of knowledge each student will continue to develop during the remainder of her/his academic life and throughout her/his professional career. Each student, while in an Education major program at a four-year college or university, will be asked to collect and look back over all artifacts created, create linkages among the artifacts, and reflect upon the learning that has occurred during the course of his/her entire sequence of Education classes. Each student will develop a complete electronic learning portfolio that addresses all professional teaching standards prior to graduation with a Bachelors degree. Even though graduation with a BA may seem many semesters away, Education students at Oakton must begin to plan and develop their electronic learning portfolios while completing Education courses offered at Oakton.
For a full listing of professional teaching standards met at Oakton and more detailed information on where this course fits into the entire Education program and individual portfolio development, go to the Education Program website: www.oakton.edu/educationprogram.
Illinois Professional Teaching Standards (IPTS - 2013)
Standard 1: Teaching Diverse Students
The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.
Standard 3: Planning for Differentiated Instruction
The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
Standard 4: Learning Environment
The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.
Standard 8: Collaborative Relationships
The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.
Standard 9: Professionalism, Leadership, and Advocacy
The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
There are three levels that indicate the level to which the standards / indicators identified are addressed:
Partially Introduced: Concepts are partially covered at a beginning level of knowledge and/or skill.
Introduced: Concepts are covered at a beginning level of knowledge and/or skill.
Met: Concepts are covered at a proficient level of knowledge and/or skill.
The competent teacher
The competent teacher
|1C.||Understands how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances and diversity within the community.|
|1L.||Uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students.|
|3C.||Understands cultural, linguistic, cognitive, physical, and social and emotional differences, and considers the needs of each student when planning instruction.|
|9B.||Knows laws and rules (e.g. mandatory reporting, sexual misconduct, corporal punishment) as a foundation for the fair and just treatment of all students and their families in the classroom and school.|
|9F.||Understands the roles of an advocate, the process of advocacy, and its place in combating or promoting certain school district practices affecting students.|
|9H.||Understands the importance of modeling appropriate dispositions in the classroom.|
|4I.||Creates a safe and healthy environment that maximizes student learning.|
|4L.||Analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement.|
The competent teacher
|1A.||Understands the spectrum of student diversity (e.g. race and ethnicity, socioeconomic status, special education, gifted, English language learners (ELL), sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum.|
|1E.||Understands the impact of linguistic and cultural diversity on learning and communication.|
|1F.||Understands his or her personal perspectives and biases and their effects on one’s teaching.|
|8A.||Understands schools as organizations within the larger community context.|
|9D.||Identifies paths for continuous professional growth and improvement, including the design of a professional growth plan.|
|9G.||Understands local and global societal issues and responsibilities in and evolving digital culture.|
The competent teacher
|9I.||Models professional behavior that reflects honesty, integrity, personal responsibility, confidentiality, altruism and respect.|
|9K.||Reflects on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices to improve student performance, school goals, and professional growth.|
|9O.||Participates in professional development, professional organizations, and learning communities, and engages in peer coaching and mentoring activities to enhance personal growth and development.|
V. Academic Integrity and Student Conduct
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.
There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
VI. Sequence of Topics
Topics are not listed in chronological order; students should refer to the course calendar for the sequence of topics in a specific section. Individual instructors may add additional topics.
- Socio-economic Diversity
- Socio-economic Status
- Educational Implications
- Ethnicity and Race
- Ethnic and Racial Diversity
- Intergroup Relations
- Educational Implications
- Gender and Society/Culture
- Gender Identity and Sexual Orientation
- Sexism and Gender Discrimination
- Educational Implications
- Language and Immigration
- Language and Culture
- Language Differences
- Second Language Acquisition
- Immigration Policies
- Educational Implications
- Characteristics of Culturally Responsive Teaching
- High Teacher Expectations
- Reflecting Culture in Academic Subjects
- Student and Teacher Interactions and Communications
- Family, Community and Teacher Interactions and Communications
- Intersectionality and Comparison
- Interaction of Socio-economic Status with Race, Ethnicity and Gender
- Global Commonalities and Comparisons
VII. Methods of Instruction
Course may be taught as face-to-face, hybrid or online course.
VIII. Course Practices Required
This course may be taught as a face-to-face, hybrid or online course.
Students in all EDN 180 sections must:
- Attend an Education Program orientation session during this course if they have not done so beforehand.
- Complete a 10 hour service learning experience.
- Attend class, participate in class discussions, and fully engage in group work and individual assignments given as part of the class session.
- Purchase the required textbooks and bring the textbook to every class session.
- Complete the assigned readings before coming to class.
- Complete work on time. Late work will not be accepted without consultation with the instructor.
- Possess the ability to read and understand college-level text material.
- Submit written work that is free from typographical, spelling, and grammatical errors; typed, doubled-spaced, using 10 or 12 point normal fonts (Arial, Times New Roman), with 1-inch margins. When applicable, all citations should use APA format.
- Possess the ability to use basic technology, such as Desire2Learn (the on-line course management system used for all EDN courses), e-mail, Internet search engines, library research databases and presentation software. Students should regularly check the D2L course site, at least once before each class session. Class announcements are made via D2L. Students should e-mail the instructor within the D2L class shell. Students need regular access to the Internet, which is available in the computer labs at both campuses. Students should schedule a technology instruction session with the instructor during office hours if extra technological help is needed.
- Help the instructor create and maintain a safe and healthy learning environment for all students in the class. All students and the instructor should be treated respect and consideration. Bullying, discriminatory, disruptive and/or disrespectful behavior can result in removal from the class and possible suspension or dismissal from the college.
Instructors of specific EDN 180 sections may create additional requirements of students, related to things such as:
- Specific attendance policies
- Specific policies regarding use of technology in the classroom
- Specific classrooms rules
- Specific academic requirements
IX. Instructional Materials
- The Intersection of Cultures: Multicultural Education in the United States and the Global Economy, 4th Edition, Spring, Routledge, 2007.
- On Being Different: Diversity and Multiculturalism in the North American Mainstream, 4th Edition, Kottak & Kozaitis, McGraw Hill, 2011.
- On-line articles and readings
X. Methods of Evaluating Student Progress
Instructors of EDN 180 sections will create specific assignments based on the suggested assignments below. At least one assignment must be linked to each of the learning objectives of this course, which are based on the Illinois Professional Teaching Standards (IPTS) 2013. Assignments may apply to more than one IPTS. There may be some assignments or elements of the course that are specific to that section and do not align with one specific IPTS. Individual instructors must fill out the grid below and include brief descriptions of each assignment below the grid. Each assignment should also have a detailed assignment sheet and grading rubric that is available to students in addition to the syllabus.
|IPTS||Assignment / Artifact (suggested)|
|1A||Group presentation, reflection paper or journal, D2L discussion, panel discussion / debate, diversity webliography, service learning project, pre and post attitudinal survey, current issue analysis|
|1C||Reflection paper or journal, cultural autobiography, D2L discussion, panel discussion / debate, multicultural lesson plan, comparative education research paper, diversity webliography, service learning project, current issue analysis|
|1E||Reflection paper or journal, cultural autobiography, D2L discussion, panel discussion / debate, multicultural lesson plan, comparative education research paper, diversity webliography, service learning project, current issue analysis|
|1F||Reflection paper or journal, cultural autobiography, D2L discussion, service learning project, learning portfolio, pre and post attitudinal survey, interview|
|1L||D2L discussion, multicultural lesson plan, learning portfolio, case study, exam / quiz|
|3C||Group presentation, reflection paper or journal, D2L discussion, multicultural lesson plan, diversity webliography, learning portfolio, interview, current issue analysis, exam / quiz|
|4I||D2L discussion, panel discussion / debate, multicultural lesson plan, diversity webliography, service learning project, learning portfolio, pre and post attitudinal survey, interview, case study|
|4L||D2L discussion, panel discussion / debate, multicultural lesson plan, diversity webliography, service learning project, learning portfolio, pre and post attitudinal survey, interview, case study, exam / quiz|
|8A||Group presentation, reflection paper or journal, cultural autobiography, D2L discussion, panel discussion / debate, comparative education research paper, diversity webliography, service learning project, interview, current issue analysis|
|9B||D2L discussion, current issue analysis, case study, exam / quiz|
|9D||Reflection paper or journal, cultural autobiography, D2L discussion, service learning project, learning portfolio, pre and post attitudinal survey|
|9F||Reflection paper or journal, D2L discussion, panel discussion / debate, service learning project, learning portfolio, pre and post attitudinal survey, interview, current issue analysis|
|9G||Group presentation, reflection paper or journal, D2L discussion, panel discussion / debate, comparative education research paper, diversity webliography, service learning project, learning portfolio, current issue analysis|
|9H||Reflection paper or journal, D2L discussion, multicultural lesson plan, pre and post attitudinal survey, interview, case study|
|9I||Reflection paper or journal, D2L discussion, multicultural lesson plan, service learning project, learning portfolio, pre and post attitudinal survey, instructor interview|
|9K||Learning portfolio, reflection paper or journal, case study, instructor interview, pre and post attitudinal survey, portfolio progress report|
|9O||Attend professional conference or workshop, join professional organization, student club, learning portfolio, personal reflection, D2L discussion, service learning project|
All sections of EDN 180 must include the following elements of evaluation:
- Service Learning Experience
Students are required to complete a 10 hour service learning experience related to this course. Students cannot pass this course without completing the required hours. Specific instructors will determine the options for completing the hours. Students must track the hours completed on the official Oakton log sheet, as well as write a reflection based on the experience.
- Education Orientation
Students must attend an Education Program orientation session during this course if they have not done so beforehand. Instructors may give points or extra credit for completion of this requirement.
- Cultural Autobiography
Students must write a 3-5 page cultural autobiography that includes family values/language patterns/behaviors of their own culture. The autobiography must also include their perceptions as to how their cultural values and behaviors can impact student learning and the provision of instruction
- Learning Portfolio
Students must organize all their completed work for this course in an electronic portfolio. The portfolio should include the assignments / “artifacts,” a document that clearly links each artifact with one or more IPTSs, and a reflection by the student on the linkages among artifacts and the extent of their learning in the course.
Student learning must be assessed by at least two examinations or multiple quizzes. At least fifty percent of the assessments should be in class or in a proctored testing center and be closed book, closed notes.
- Evaluation Scheme
Individual instructors must include a detailed breakdown of the possible points awarded for each assignment, as well as a tally of the total number of points available in the course.
- Final Grade
90% - 100% = A
80% - 90% = B
70% - 80% = C
60% - 70% = D
Below 60% = F
XI. Other Course Information
Instructors will insert the current college calendar of important dates.
Instructor Contact Information
Instructors will provide their contact information and office hours.
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.
Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.
Resources and support for
- pregnancy-related and parenting accommodations; and
- victims of sexual misconduct
Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.