CHDV C125 Diversity in Education
Lisa Fuller
Professor, Child Development
Cerro Coso Community College
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Welcome to CHDV C125 crn 32529
Welcome to CHDV C125 crn 32529
This course provides an opportunity to reflect on the development of social identities in diverse societies including theoretical and practical implications of oppression and privilege as they apply to young children, families, programs, classrooms, and teaching. While designed for those who plan to work in the field with young children, the course does meet general education requirements and the information is useful for anyone who interacts with children now or in the future - as parents, family members, community members and/or educators. We have all been through our own childhood and from our experiences we have developed perspectives and ideas about what is important for children. We are influenced by our culture, family, religion, community, education, abilities, and much more. In this course you will become more aware of your perceptions, biases, and filters regarding children and childhood as well as how to support children's development and learning. Most importantly, this course asks you to reflect on your own filters, biases, and experiences related to social identity, stereotypes and bias, social and educational access, media, and schooling.
Before we start this exciting exploration, though, we need to set some ground rules for the class and get a big picture for how the class will operate over the next 16 weeks. Please take some time to look through the information in this liquid syllabus so you will be prepared when our class starts.
If you have questions at any time, please contact me through Canvas Inbox, Pronto, or Cerro Coso Email (LFULLER@cerrocoso.edu).
Course Information
Course Information
Catalog Course Description
Catalog Course Description
This course examines the impact of various societal influences on the development of children's social identity, covering developmentally appropriate, inclusive, culturally relevant, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias are explored. Students are required to observe children and environments where children are in a group setting.
Advisory: ENGL C100 and LIBR C100
Student Learning Outcomes
Student Learning Outcomes
Upon completion of the course, the student will be able to:
Describe the ways that developmentally appropriate, inclusive, and anti-bias approaches support learning and development.
Examine the impact of various societal influences on the development of children's personal social identity.
Identify the influence of teachers' own culture and life experiences on teaching approaches and interactions with children and families.
Course Materials
Course Materials
In Child Development we have been moving towards Online Educational Resources (OERs) which are free to students and able to be embedded into our online courses. This means there is no textbook for you to buy for the course. I have provided here, and in the weekly modules in the Canvas site, links to the main learning resources for CHDV C125 this semester.
Esquivel, K., Elam, E., Paris, J., & Tafoya, M. (2020). The role of equity and diversity in early childhood education. Santa Clarita, CA: College of the Canyons.
This is the Online Educational Resource (OER) textbook, meaning it is free for you to use. I have embedded the text into the Canvas class site, including each chapter in the weekly modules. If you need a printed copy of the text, you can contact the Cerro Coso Bookstore and order one, there will be a printing fee.
Assignments
Assignments
In this course, I have identified the summative and formative assignments, so you understand which assignments are most important for you to complete in order to demonstrate your understanding and learning of the course content. Summative assignments are cumulative assignments that demonstrate your overall learning. Formative assignments demonstrate your learning as you progress through the course content. Both types of assignments are important. The summative assignments are required - they are larger assignments that make up the majority of your grade, demonstrate your overall learning in the course, and are used to assess the efficacy of the course. The formative assignments are more flexible. They are worth fewer points, help me to assess your learning and progress throughout the course, and allow you to check for understanding before submitting the summative assessments. In order to help you plan out the semester so you can be successful, you will be submitting a Learning Contract by the end of Module 2.
Here is a list of Summative and Formative Assignments for you to review to help you work through the content of the course. Your final grade will be determined by how many points you earn in the course. THE SUMMATIVE ASSIGNMENTS ON THEIR OWN ARE NOT ENOUGH POINTS TO PASS THE COURSE. You must choose from the Formative Assignments to make sure you are completing enough points in the course to earn the grade you want. The more assignments you complete, the higher your final grade will be.
Summative Assignments
Summative Assignments
These assignments are signature assignments used to assess your overall learning and the efficacy of this course. You are required to complete all of these assignments.
Learning Contract (50 points): Due in Module 2, this assignment helps walk you through the expectations and requirements for the course so you can plan for success this semester.
Teaching Diversity (100 points): Due in Module 4, this assignment asks you to interview at least 3 classroom teachers of a variety of levels to find out more about their training and experience working with diverse populations.
Early Childhood Environment Observation (100 points): Due in Module 7, this assignment requires you observe in a licensed or licensed-exempt child development center for a minimum of 1 hour. You will respond to a list of questions and the analysis needs to include support from the learning resources.
Prevention Assignment (100 points): Due in Module 15, this assignment asks you to have a conversation with at least 3 people regarding your experiences and opinions on the subjects touched on in class. There is a specific focus on what the interviewees think can be done to prevent the negative consequences of bias and discrimination.
Required Participation (10 points per week for 16 weeks for a total of 160 points): The weekly discussions require at least 1 post on each of 2 days of the week, one original post that demonstrates an understanding of the learning resources and one response to another student that extends the discussion. APA is a requirement of your original response to the discussion prompt. I will take 1/6 points off if you make mistakes in APA, 1/6 point off if you write in a bulleted or numbered list instead of in paragraph format, and 4/6 points off if you do not include in-text citations connecting to the learning resources in your original response to the discussion prompt. If you complete only the Required Participation, the highest grade you can earn is a B in the course.
Formative Assignments
Formative Assignments
These assignments help you process the content presented throughout the course. You DO have to complete most of these assignments to pass the course, but you do not have to complete them all in order to be successful in the course. You get to determine what Formative Assignments you plan on completing in order to earn the grade you want to achieve in the course.
Practical Applications (5 PAs at 30 points each for a total of 150 points): Due in Modules 1, 5, 8, 10, and 11, these assignments ask you to practically apply the theories presented in the class to vignettes, observations, and interviews. I suggest looking ahead at the practical applications so you are aware of the requirements and can plan accordingly.
Learning Logs (16 logs at 10 points each for a total of 160 points): These weekly assignments encourage students to reflect on and explore how the course content relates to personal understandings and experiences of living in this diverse world. These are informal assignments due in every module and should be about 2-4 paragraphs long.
Additional Participation (an additional 5 points per week, 80 points for the course): The additional participation adds 4 additional responses to students and an additional day of posts (for a total of 6 posts spread over at least 3 days of the week). In order to earn an A grade in the course, you will need to complete the Additional Participation requirements.
Participation Reflections (3 assignments for a total of 50 points): There are 3 Participation Analysis Papers available throughout the course. Participation Analysis Paper - Installation One is where you declare your level of participation (either Required or Additional) and is due by the end of Module 1. Participation Analysis Paper - Installation Two is a midterm check-in, due in Module 8, where you reflect on your participation so far and make plans for your participation in the rest of the discussions. Participation Analysis Paper - Installation Three is due by the end of Module 16 and is a final reflection on your participation in the discussions and how participation influenced your learning throughout this course.
Grading Scale
Grading Scale
The total possible points available for this course is 950 points: 510 Summative points and 440 Formative points. Your final grade in the course will be determined by the following Grading Scale.
855 and above is an A grade
760 - 854 is a B grade
665 - 759 is a C grade
570 - 664 is a D grade
569 and below is an F grade
Class Schedule
Class Schedule
The Class Schedule is an outline of the weekly requirements and due dates for the assignments for this course. The learning resources, discussions, and assignments are listed for you so you can plan ahead for the semester and make sure you have time for all of the observations and assignments. I suggest printing out a copy of the Class Schedule, so you have an offline reference to what is due each week to help keep you organized and aware even when you are away from your computer/phone.
Learning Contract
Learning Contract
The Participation Analysis Paper - Installation One is due by the end of Module 1. This is where you will declare your level of participation ONLY in the DISCUSSIONS for the course this semester. You will need to choose between two levels of participation: Required and Additional - do not say you will complete both, you must make a choice and this choice cannot change after I have graded this assignment.
The Learning Contract is due by the end of Module 2. It is a way for you to review the expectations and requirements of the course overall as well as plan out your semester.
Module 1: Listening and Communicating
Module 1: Listening and Communicating
Once you have access to the Canvas class site, the Friday before the course officially begins, you will be able to review the Getting Started module. This is where you will see the Welcome to CHDV C125 - Start Here page, the Mandatory Check-In page, and the Questions and Answers forum.
Module 1: Listening and Communicating Start Here page, Listening and Communication Lecture, Participation Analysis Paper - Installation One, and the Learning Contract will be available for you to read through and even submit. However, the Communication Discussion forum, the Practical Application: Listening and Communicating, and Learning Log 1 will not open until Monday morning.
After the first module, the remaining modules will open first thing Monday morning of the week they are assigned. All assignments are due by Sunday at 11:59 pm of the week they are assigned. There are 16 modules, one for each week of the semester.
A Wonderful Spring Semester
A Wonderful Spring Semester
I have been using the liquid syllabus for a few semesters now, but I am still fine tuning it as a resource. I do hope it is useful and helps you to navigate and prepare for the course this spring. I am open to any feedback or ideas on this tool and the information I have provided - please contact me through Canvas Inbox, Pronto, or Cerro Coso email (LFULLER@cerrocoso.edu) if you have any suggestions.
I look forward to a wonderful spring semester as we explore the field of early education.
Professor Fuller
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