Approved by University Studies Sub-Committee. A2C2 action pending.
University Studies Course Approval
Department or Program: Education
Course Number: 308
Semester Hours: 3
Frequency of Offering: Every Semester
Course Title: Human Relations and Student Diversity
Catalog Description: A basic course in human relations for education majors. The
course takes a laboratory and directed study approach in areas such as communication,
group interaction, trust, interpersonal relations and the study of minorities and ethnic
This is an existing course previously approved by A2C2: Yes
This is a new course proposal: No
Department Contact Person: Melanie A. Reap E-mail: email@example.com
University Studies Approval is requested in: Unity and Diversity
Attachment: The attached syllabus and activities outline explain what is typically
covered in this course. It also points out in which parts of the course the four selected
outcomes for Unity and Diversity - Multicultural Perspectives are addressed.
As required in points 1 and 2 of the approval process, the following address the four
selected outcomes listed for Unity and Diversity Multicultural Perspectives and
documents course content and learning activities relevant to those outcomes:
1. Demonstrate knowledge of diverse patterns and similarities of thought, values, and
beliefs as manifest in different cultures.
Students will use reports on case studies (for example: parent/teacher conferences,
classroom interactions), class presentations (in the areas of cultural, ethnic, or
religious groups), reflection on the field trip, and their service learning experience
journals to meet this outcome.
2. Understand the extent to which cultural differences influence the interpretation and
expression of events, ideas, and experiences.
Students will meet this outcome through course readings, one-on-one discussions with
students of diverse backgrounds (International students at WSU, high school/middle
school/elementary school students in St. Paul), and their service learning field
experience in culturally/ethnically diverse educational settings. Class lectures and
discussion of current issues in culture and schools (ex: celebration of religious
holidays) will supplement the students field experiences
3. Understand the extent to which cultural differences influence interactions between
individuals and/or groups.
Students will meet this outcome through in-class lecture/discussion and group reports
on case studies on historical and contemporary cultural interactions. For example, a case
study might focus on the story of the Hmong in Minnesota their coming to MN and the
problems/prejudices they have encountered since arriving in MN.
4. Possess the skills necessary for interaction with someone from a different culture
or cultural group.
Students will meet this outcome by interacting with an International student at WSU
over the course of the semester and through the service learning field experience in a
culturally and ethnically diverse educational setting.
College of Education
Winona State University
Department: Education Date of Revision: Fall 2000
Course Number: ED 308 Course Title: Human Relations and Student Diversity
Number of Credits: 3 Frequency of Offering: Each semester
Prerequisite(s): Admission to Department of Education Grading: Grade only
Course applies to: All Education Licenses
- Course Description
1. Catalog Description
A basic course in human relations for education majors. The course takes a
laboratory and directed study approach in areas such as communication, group interaction,
trust, interpersonal relations and the study of minorities and ethnic groups.
2. Statement of the major focus and objectives of the course
The course has been designed to provide the student with a human relations mode
oriented to future teaching situations. Exercises will enable the student to gain a better
grasp of the complexities of the communication process as it occurs in the school setting.
Discussion will facilitate feedback from student peers and promote understanding of the
group process as it might occur in the classroom. Interpersonal skills activities will
expand role flexibility and offer an opportunity to test and practice new behaviors
essential to successful teaching. Finally, professional problem solving will introduce the
kinds of realistic demands placed on teachers in their professional roles. These
components are mixed in balanced proportions to offer an added dimension with which to
meet the ever-increasing demand for flexible, dynamic teachers in the public school
system. The focus and objectives of this course relate to the knowledge, skills and
professionalism of the Effective Educator Program.
The students in ED 308 will:
A. Demonstrate understanding of the importance of human relations skills in
the development of a climate that promotes self-esteem and positive
interpersonal relations by:
1. Developing a set of human relations guidelines and practicing them
throughout the course (professionalism, skills)
2. Understanding and applying the concepts of belonging and "family
connectedness" as crucial to the development of young children through
young adolescents; and
3. Understanding and applying the process and necessity of collaboration
with families and other adults in support of the learning of young children through
adolescents (professionalism, skills):
B. Demonstrate understanding of the communication process including
one-way communication, two-way communication, listening, feedback, and
by participation in group activities, practicing communication skills,
and identifying roadblocks to
communication as they occur (skills).
C. Understand the learning challenges faced by ESL students and their
families as well as strategies for teaching and working
with those populations.
D. Demonstrate interaction skills, including professional ethics, trust,
empathy, group roles, leadership styles, and group decision-making
processes by using them in and out of group settings (professionalism,
E. Demonstrate a global perspective including the sensitivity needed to work
effectively with the various racial and cultural groups that appear in the
1. Studying the contributions and lifestyles of the various racial and
2. Learning to recognize and deal with dehumanizing biases,
discrimination, and prejudices of various racial and cultural groups;
3. Understanding environmental components, which contribute to the
development of positive self-esteem and to positive interpersonal
relations with various racial and cultural groups;
4. Developing respect for human diversity and personal rights (knowledge,
5. Understand the cultural/historical/governmental perspectives of
Minnesota First Nations (American Indian Tribes)
F. Demonstrate a global perspective including the sensitivity needed to work
effectively with the various exceptional student groups that appear in the
Studying the contributions and lifestyles of the various exceptional
Learning to recognize and deal with dehumanizing biases,
and prejudices of various exceptional groups.
Understanding environmental components which contribute the
of positive self-esteem and to positive interpersonal
with various exceptional student groups.
3. This course fulfills these requirements for University Studies Unity and
Diversity Multicultural Perspectives.
The purpose of the Multicultural Perspectives requirement in University Studies is
to develop students understanding of diversity (gender, ethnicity, race, etc.)
within and between societies. Courses in this area will help students employ a
multicultural perspective for examining historical events; contemporary social, economic,
and political issues; and artistic, literary, and philosophical expressions.
This course promotes students abilities to
A. demonstrate knowledge of diverse patterns and similarities of thought,
values, and beliefs as manifest in different cultures;
B. understand the extent to which cultural differences influence the
interpretation and expression of events, ideas, and experiences;
C. understand the extent to which cultural differences influence the interactions
between individuals and/or groups;
D. possess the skills necessary for interaction with someone from a different
culture or cultural group.
4. Basic instructional plan and teaching methods utilized
This course will use direct instruction, inquiry, reflective research, journals,
modeling of instructional strategies (ex: cooperative grouping), simulations, and case
studies as methods of instruction. Lessons will include the use of critical thinking and
analysis of actual experiences. This course includes structured experiences and
unstructured group activities. Some sessions may include visitation and/or observation.
Students will also have hands-on experience with various multicultural groups and
exceptional students groups on and off campus.
5. Course requirements
The students will have the following learning experiences in ED308:
1. Group activities - case studies
2. Multicultural experiences with international students at WSU
3. Service learning (15 documented hours)
4. Field experience in a culturally and ethnically diverse educational setting (For
example, field trip to the Westside Schools of Excellence, St. Paul)
6. Methods of evaluation
The final grade for this course will be based on the following items:
1. Class participation
2. Journal of multicultural experience and other class experiences
3. Tests and quizzes
4. Completion of service learning project with proper documentation and
5. Presentation of an independently designed human relations experience that is
written and presented to the class using appropriate educational technology.
7. Textbooks or alternatives
There are no required texts for this course; however, each student is required to
research the minority/international group assigned and human behavior topics. In addition,
each student must have a notebook for keeping journal notes. Other materials will be from
exercises and various forms of media, speakers, and assigned readings.
8. List of references and bibliography
Bigelow, B. (1994). Rethinking our classrooms: Teaching for equity and justice.
Milwaukee, WI: Rethinking Schools.
Bowie, R. & Bond, C. (1994). Influencing future teachers attitudes toward
Black English: Are we making a difference? Journal of Teacher Education, 45(2),
Child, B. J. (1998). Boarding school seasons: American Indian families, 1900-1940.
Lincoln, NE: University of Nebraska Press.
Coatsworth, E. & Coatsworth, D. (1980). The adventures of Nanabush: Ojibway
Indian stories. New York, NY: Antheneum
Echevarria, J. & Graves, A. (1998). Sheltered content instruction. Upper
Saddle River, NJ: Merrill/Prentice Hall.
Fashiola, O., Slavin, R., Calderon, M., & Duran, R. (1997). Effective programs
for Latino students in elementary and middle schools. Baltimore, MD: Center for
Research on the Education of Students Placed At Risk.
Garrison, M. & Bly, M. (1997). Human relations: Productive approaches for the
workplace. New York, NY: Allyn and Bacon.
Gollnick, D. & Chinn, P. (1994). Multicultural education in a pluralistic
society (4th ed.). Upper Saddle River Falls, NJ: Merrill/Prentice Hall.
Kessler, R. (2000). The soul of education: Helping students find connection,
compassion and character at school. Alexandria, VA: ASCD.
Lee, E., Menkart, D. & Okazawa-Rey, N. (1998). Beyond heroes and holidays: A
practical guide to K-12 anti-racist, multicultural education and staff development. Washington,
DC: Network of Educators in the Americas.
McMillan, L. (1997, June 17). Linguists find the debate over
" ebonics " uninformed. Education Week, 43, p.A16.
Meyer, M. L. (1994). The White Earth tragedy: Ethnicity and dispossession at a
Minnesota Anishinaabe reservation, 1889-1920. Lincoln, NE: University of Nebraska
Northrup, J. (1997). The Rez Road follies: Canoes, casinos, computers, and birch
bark baskets. New York, NY: Kodansha International.
Patton, B. & Griffin, K. (1978). Decision-making group interaction. New
York, NY: Harper and Row.
Peshkin, A. (1991). The color of strangers, the color of friends: The play of
ethnicity in schools and community. Chicago, IL: University of Chicago Press.
Spence, G. (1995). How to argue and win every time. New York, NY: St.
Tannen, D. (1990). You just dont understand: Women and men in conversation.
New York, NY: Ballantine Books.
Vannote, V. (1999). Women of White Earth. Minneapolis, MN: University of
Walton, P., Kuhlman, N., & Cortez, J. (1998, April). Preparing teachers for
linguistically and culturally diverse learners: The case for developmental evaluation.
Paper presented at the annual meeting of the American Educational Research Association,
Wolfram, W. (1991). Dialects and American English. Upper Saddle River Falls, NJ:
308 Activities Outline*
*University Studies outcomes addressed that week are in parentheses.
Service learning possibilities
St. Paul trip information
Personal coat of arms activity
Round-robin name game
Assign Color of Strangers, Color of Friends (one chapter/week)
Week 2 (B, C)
The process of communication
Inter vs. intrapersonal communication
Communication breakdown (telephone game)
Week 3 (B, C)
Verbal vs. non-verbal communication
Listening the use of advance organizers
Multiple intelligences (Gardner)
Communicating with each other/parents/children - the roles we play
Week 4 (B, C)
Gender differences in communication do they exist?
Bias/prejudice (Cosby tape and discussion)
"Bafa, Bafa" activity
Week 6 (A, B, C, D)
"Kiss, shake, bow" activity
Demographics of Minnesota historical/current
Who are our students?
Discussion of Color of Strangers, Color of Friends
Initial meeting with International Students [Note: this activity takes place
outside of class]
Week 7 (A)
St. Paul trip (first group) [see Humboldt attachment]
Classes in computer lab for Native American web assignment
Week 8 (A)
St. Paul trip (second group)
Classes in computer lab for Native American web assignment
Week 9 SPRING BREAK
Week 10 (A, B, C, D)
Cultural differences in communication case studies
Language and communication:
Parent/teacher conference role playing/case study
Week 11 (A, B, C, D)
Case studies culture, ethnicity, gender, different abilities
Weeks 13, 14, 15 Presentations (A)
EDUC308 Human Relations and Student Diversity
Field Experience trip - Westside Schools of Excellence
|What languages do the students speak?|
|What kind of slang do the students use?|
|How do the students express themselves through dress?|
|What is the rough minority group break down in your class and school?|
|Is there a dominant social group at your school? Who are they? What evidence did you
observe to support your claim? Remember the dominant group may not necessarily be
the largest group in numbers.|
|How diverse is the faculty?|
|What cliques or groups are seen in your school? Are they aligned along cultural or
racial lines or is there some other criteria for membership?|
|Describe interactions between groups in a) the classroom and b) the larger school
|What do you observe happening at lunchtime? (This may be more applicable to secondary
STUDENT AND TEACHER INTERACTIONS
|Do you see respectful interactions between teachers and students? Evidence?|
|Do behavior management techniques respect students? Are they demeaning or punitive? What
evidence did you observe to support your claim?|
|During question/answer times who is called on? Who dominates? What is the wait time
like? Is there feedback from the teacher on responses? What kind of feedback? Give
concrete descriptions of interactions.|
|Do teachers appear to treat students differently based on race or special needs?|
|What are the teachers attitudes towards students with different abilities? |
|How is the classroom set up what is the physical arrangement?|
|Describe bulletin boards, displays, etc. in the classroom and the school. What do these
say to you in terms of the topics we have discussed in Human Relations?|
|Describe the style(s) of instruction used in your assigned classroom. How do they
address students self-esteem/self-concept?|
FOR DR. REAPS SECTION ONLY:
What similarities/differences do you see between Humboldt/Westside Schools and
Riverside H.S. in The Color of Strangers, The Color of Friends?
Native Americans of Minnesota
For this assignment you will need to identify and summarize 10 web sites pertaining to
issues effecting MN-based tribes.
The following sites will provide a jumping off point for your search. You may not
include these as part of your ten sites.
|The Mille Lacs Band of Ojibwe|
|MN Indian Affairs Council|
|Prairie Island Dakota (Sioux) Indian Reservation|
Provide a full web address and a concise summary of the information found at that site.
In your summary, consider how you could use that site in a school setting - would it be
for teachers or students? In other words, why would we want to visit that site?