Southern Utah University

Course Syllabus

Southern Utah University
Southern Utah University
Fall Semester 2025

Schools, Society, and Diversity (Face-to-Face)

EDUC 2400-03

Course: EDUC 2400-03
Credits: 3
Term: Fall Semester 2025
Department: TED
CRN: 30442

Course Description

This course critically examines educational issues relating to ethnic, racial, linguistic, economic, sexual, and gender diversity grounded in the social sciences and contemporary ideas, issues, and problems through the disciplines of history and philosophy. The course is intended to assist students in creating an equitable teaching and learning environment, furthering pedagogy. This course is a practicum course; a background check through SUU must be completed prior to registering for this course. Placement requests must be made before the drop date, otherwise students will be dropped from the course. Questions about the practicum experiences or background checks can be directed to coehdpracticums@suu.edu. (Fall, Spring, Summer) [Graded (Standard Letter)]

Required Texts

Throughout the semester we will draw from a variety of articles, studies, and texts that are listed below. All reading materials are available online. There is no required textbook for this course.

  • Learning for Justice; Social Justice Standards; The Learning for Justice Anti-Bias Framework
  • Education Week: What Is Culturally Responsive Teaching?
  • Education Week; What Should Culturally Relevant Teaching Look Like Today? Gloria Ladson-Billings Explains
  • Geneva Gay; The what, why, and how of culturally responsive teaching: international mandates, challenges, and opportunities
  • James A. Banks; Approaches to Multicultural Curriculum Reform
  • PB Pressbooks; Self-Identity Mapping
  • Patti DeRosa; Building Blocks
  • Patti DeRosa; The 10Cs
  • Harvard Business Review; What is Active Listening? by Amy Gallo
  • Harvard Business Review; The Power of Talk: Who Gets Heard and Why by Deborah Tannen
  • Verywell Mind; 7 Active Listening Techniques For Better Communication by Arlin Cuncic
  • Psychology Today, Unveiling Cross-Cultural Communication Styles by Abigail Fagan
  • Edutopia; The Necessity of Having High Expectations by Kristine Napper
  • Rethinking Schools; Expectations and "At-Risk" students by L.C. Clark
  • Edutopia; Bringing the Community Into the Classroom by Emelina Minero
  • Getting Smart; The School as a Whole Community Resource by Mary Rupenthal
  • Gloria Ladson-Billings; But That's just Good Teaching; The Case for Culturally Relevant Pedagogy
  • Luis C. Moll, Cathy Amanti, Deborah Neff, Norma Gonzalez; Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms
  • Victoria Stubbs; The 6 Pillars of a Brave Space
  • Rudine Sims Bishop; Mirrors, Windows, and Sliding Glass Doors
  • David Sadker and The Myra Sadker Foundation; Some Practical Ideas for Confronting Curricular Bias
  • Casey H. Rawson and Sandra Hughes-Hassell; Rethinking the Texts We Use in Literacy Instruction with Adolescent African American Males

Learning Outcomes

In our efforts to become more culturally responsive teachers we will:

  • Analyze our own identities and personal beliefs about education
  • Outline specific teaching strategies that can be used to create a safe, inclusive learning environment for a diverse population of learners.
  • Research the contextual factors of a given school and describe how these factors influence student learning.
  • Consider how policies, procedures, and ways of thinking influence educational settings
  • Critically evaluate curricular resources and materials
  • Successfully and effectively leverage student backgrounds, identities, and cultures in the classroom.

Course Requirements

Listed below are the major assignments for the course. Detailed instructions and rubrics can be found on Canvas.

  • Journal Responses (reading provided materials and responding to question prompts)
  • School Tracking Assignment (reviewing articles and preparing a presentation about the dangers of tracking and alternatives to this practice)
  • Contextual Factors Assignment (completing 3 tables of information about a selected school and writing an essay to analyze the information)
  • Funds of Knowledge Presentation (presentation connecting provided content to modern media resources)
  • Calendar Presentation (presentation highlighting different holidays/awareness months)
  • Text Analysis Task (selecting and analyzing curricular materials)
  • Weekly Module Assignments
  • Class Take-away File (recording learning, insights, and questions from modules)
  • Final Exam
  • Class Attendance and Participation

Course Outline

Part 1: Analyzing Self

In the first part of the class we will explore what culturally responsive teaching is and why it is important. We will also analyze our own identities and explore our personal beliefs about teaching and learning.

Part 2: Analyzing Schools

In the second part of the course we will explore strategies that we can utilize as educators to ensure that the needs of all students are being met and that the assets that each student brings to the classroom are leveraged effectively to make learning more relevant and meaningful.

Instructor's policies on late assignments and/or makeup work

All assignments are due on the specified due date. Assignments will be accepted for up to 10 days after the due date at a 10% per day penalty.  The assignment will be closed and no points given after 10 days.  (Please note however, that the 2 lowest journal responses will be dropped at the end of the course.) 

When extenuating circumstances arise and an extension is needed on an assignment, the extension must be requested BEFORE the assignment deadline. In these instances, please email your instructor and briefly outline the reasons for your request.  

Attendance Policy

Class sessions and discussions with peers are an essential part of learning in this course. As a result, attendance AND participation in every class session is expected. Four points are awarded for attendance and active participation in each class session for a total of 100 points possible by the end of the course. If students are not in attendance or are not actively engaged during the class sessions, points will be lost. It is the student's responsibility to get notes from a peer for any day missed.

Excessive tardiness may be counted as an absence.  A tardy will be given if you are more than 10 minutes late for class. 3 tardies will add up to 1 absence.  All work missed because of an absence must be made up and due dates still apply.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.