Course outline- 311- Diversity- Fall 2021- online- Tuesdays PDF

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COURSE OUTLINE FALL 2021...

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Concordia University-Loyola Campus Department of Applied Human Sciences AHSC 311 (3 credit) – Fall 2021- Tuesdays

It is not our differences that divide us – it’s our judgments about each other that do. -Margaret Wheatley Instructor Stephanie Mitelman, MA, CSE, CFLE email: [email protected] Note: there will be no scheduled office hours. For a meeting, please contact the Instructor to set a time. Emails are answered within 24 hours. If you do not get a response, it is your responsibility to resend and follow up. Teaching Assistant: Chloe Mendelson Email: [email protected]

Course Communications  Students are welcome to send the instructor e-mails with brief inquiries and can typically expect a response within 24 hours during the week and within 48 hours on weekends or holidays.  Please do not send messages to the instructor via Moodle.

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Notices and announcements will be issued via the Course Announcements on Moodle. These announcements will automatically get pushed to the email address associated with your Moodle account. It is your responsibility to check your spam filter/folder for Course Announcements sent to your email address.

Prerequisite: 30 university credits including AHSC 230. REQUIRED TEXT

Required Text Book (E Textbook) is available to purchase here:https://retail.tophat.com/products/9780176730277? _pos=1&_sid=40381c2e1&_ss=r for $61.95. Anzovino, T., Oresar, J., Boutlier, D.(2019) Walk a Mile: A Journey Towards Justice and Equity in Canadian Society 2nd Ed.Toronto: Nelson ISBN: 978-0-17686491-0. USE OF TEXT Students are expected to read the text and come to class prepared with questions and points to discuss. It is assumed that you will be ready to discuss these chapters in class. There will be short in-class quizzes on the text material. The text should also be used as a resource for your other assignments. This course explores the impact of difference and diversity on human relationships and social settings. The significance of identity-related differences expressed in culture, ethnicity, race, religion, age, gender, sexual orientation, and abilities will be explored, along with the fundamental related concepts of prejudice, discrimination, power and privilege. These and other dimensions of diversity will be viewed from both personal and interpersonal perspectives in order to promote a better understanding of ourselves, and to help create an openness to the experience of others. This course is a participatory learning effort – your experience is a significant part of this learning process. Sharing our individual and collective stories in an appreciative, supportive, and respectful environment enhances this process. Our values, beliefs, and experiences impact on our relationships with others. We will explore the advantages and challenges in appreciating and respecting differences, and this involves our willingness to learn from the knowledge, wisdom, and experiences of others with different backgrounds. COURSE OBJECTIVES Swiss theorist Jean Piaget (1896-1980) stressed the importance of disequilibrium (a sense of being unbalanced and/or uncomfortable) in the learning process. This sense of disequilibrium motivates people to develop cognitively, and this development is an important goal for each student. The course will provide opportunities to:  acquire and integrate relevant and practical concepts, models and theories of diversity  develop skills in communicating and relating to others across differences and using the concepts of dialogue to enhance these conversations

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increase awareness of the effects of prejudice and stereotyping on human relationships value differences in perspectives, styles, beliefs, and feelings explore your own perceptions/experience and relate to concepts and theories critically reflect on the assumptions that underlie your customary, habitual ways of thinking and acting

METHODOLOGY This course uses an experiential approach to learning. This method emphasizes engagement in group discussions and process and assumes that students have much to learn about themselves from interactions with others. Activities will include lectures, discussions, exercises, and films. EVALUATION Course evaluation will be based on a number of performance components. These include: DUE Experience Reflection Paper Quizzes (x6) Group Presentation

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Value: 30%

Value: 5% ea= 30%

OCT 12

SEPT 14, 21, 28, OCT 5, 26, NOV 2

Value: 40%

NOV 9-23

All assignments/ quizzes are expected to be handed in to receive your final grade. Please submit Reflection Paper online. The online system will record the day and time the copy is submitted. Please make sure it is the final draft is uploaded. It is the final copy. All papers are due to be uploaded on their due date by the start of class (ie: 11:45). Late assignments will not be accepted. Assignments will not be accepted by email, unless given prior permission by the Instructor. Extensions on quizzes and assignments WILL NOT be granted unless there is illness or a death in the family. Please DO NOT ask for an extension without a doctor’s note. In the event of illness or a death in the family, it is the student’s responsibility to contact the Instructor immediately by email to discuss the situation. Extensions under these circumstances will not be granted AFTER the fact. A note will be required. It is YOUR responsibility to make sure your work is handed in on time, and in accordance with the rules of academic integrity of Concordia University. Any acts that go against academic integrity of the Institution will be reported. Therefor all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the code of student conduct and disciplinary procedures.

SELF DIRECTED LEARNING (ONLINE)

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As this course is delivered entirely online, the expectation is that students will spend the necessary time to do their work prior to attending class each week. Part of the course will be given synchronously, and part will be delivered asynchronously. It is critical for success in this course that students watch all lectures before attending the zoom class, and make sure to read the handouts and additional resources before joining. Class time will be used to answer any questions, engage in discussion and do the chapter quizzes. ONLINE CLASS TIME Students will meet as a group during class time online each week. Students will be required to mute themselves at all times (unless speaking), but will be required to keep your camera on so we can see one another and the Instructor can evaluate the learning. If you have a specific reason for privacy and to keep your camera off during class time, please email the Instructor ahead of time. Please name your screen by the name you wish to be referred to by. It would also be helpful to add your preferred pronouns (he/ she, him/ her). If you wish to ask a question or speak, you may raise your hand electronically, or type in the chat box and the Instructor will respond. Please note that the chat box may be used for private messages to the Instructor, or for the whole group to see. Private chats between class members during class time will not be permitted, unless during a break out session.

EXPERIENCE REFLECTION PAPER- VALUE: 30% This paper is designed to get students thinking about their own person autobiography. The issues of diversity and the experiences that you have had may impact the work that you do. The task of this paper is to examine your own values and history and to use research as a foundation to support or challenge your personal experiences. Please note that all work is confidential and it is your choice to share as much or as little of your autobiography. Consider the following questions for your work: Reflection Questions (you must include at least 3): 

What were the rules in your family about your culture or religion? How did these influence your upbringing?

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When was the first time you became consciously aware that you may be different in some way? Explain.

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Consider the information you were told about diversity? Describe a memory where someone talked to you about how people were alike or different?

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Describe an incident where you felt you were treated unjustly because of either your gender, ethnicity, orientation, age or abilities in some way.

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How do you believe your own diversity has shaped your values?

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What are the impact of your values regarding diversity with your personal and professional life of today?

This paper should be in between 6 and 8 pages, and references are needed. The course text should be one source, and students should include references to at least 2 other sources. A bibliography of all sources, using APA formatting is required (please see new guidelines for APA formatting online or at the library).

GROUP PRESENTATION- VALUE: 40% For this assignment students will work in groups (8 people) to research and develop a presentation online. The class will serve as staff, as if in an organization. Groups need to demonstrate: a) an overview of the demographics of the population b) what the needs of this population are at work/ community c) an activity to sensitize the class to the needs of this population. d) suggestions/ tools for addressing the needs of this population Each group will have 55 minutes to present a brief overview in powerpoint, and execute a sensitivity activity (online). This will be followed by 5 minutes of questions. Presentations will end after 1 hour. All group members will be given the same grade, unless the Instructor is notified of any uneven distribution of work within the group, before the training date. If there are any problems within the group, it is the group’s responsibility to try and resolve the problems as soon as possible, and where not possible then notify the Instructor. Evaluation for this assignment will be based on 3 elements: 1) knowledge and demonstration of the population being discussed 2) the sensitization exercise 3) suggestions/ tools for working with the population being discussed It is strongly encouraged that students use creativity when designing their presentation. It is a short amount of time, and it is necessary for each group member to play an active role in both the development and execution of this work.

Each group be randomly given a topic in diversity from the following list: 

Religion

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Age

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Intellectual Abilities

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Indigenous people

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Ethnicity

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Mental Health

All groups must submit their overview (powerpoint), including sources, and a copy of their class activity the day of their presentation. It is expected that students will use the textbook as one source, plus 3 additional sources for their overview and activity. QUIZZES- VALUE: 5% EACH x 6 QUIZZES These quizzes will be based directly on the required text reading. There will be 5 multiple choice questions per quiz, and you can received your evaluation through Moodle after the quiz time closes. Each quiz will have a window during class time to write. The duration is 10 minutes, and only one attempt is permitted. It is therefore important to stay up to date with the required reading and assigned chapters. REASONABLE ACCOMODATION If you have a disability that affects your performance in this course, please notify me at the beginning of the semester and necessary special arrangements can be discussed. Any student attending Concordia who needs an accommodation due to a chronic, psychological, neurological, visual, mobility and/or learning disability, or is Deaf or Hard of Hearing should register with the Access Office for Students with Disabilities.

A Note about Being Registered with the Access Office for Students With Disabilities If you have a disability or difference that impacts your performance at Concordia, or ability to submit some work on time, you should register with the OSA so we can work together. A counsellor is provided to help. This however does not mean an automatic extension on any work. An extension will only be granted if a) the student requests this at least 7 days in advance of the due date), and b) permission is given. Work will not be accepted late without prior permission.

GRADING A+ 98-100 A 94-97

B+ 85-89 B 80-84

C+ 72-75 C 67-71

D+ 59-62 D 54-58

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FNS 49-0

A- 90-93

B- 76-79

C- 63-66

D- 50-53

WRITING STYLE EVALUATION A Excellent: An A paper is outstanding in the way ideas are developed. It is well organized, complete and reflects the thoughtful integration of concepts. Ideas are clear and logical. Sentences and paragraphs are carefully constructed. Words and phrases are chosen with care. It is free of grammatical and spelling errors. B Superior:

The B paper is logically and adequately developed. The ideas are clear and it contains qualities of good writing. It is comparatively free of errors in the use of English, but it lacks the degree of development of the A paper. The writer demonstrates clear understanding and integration of concepts and show an ability to utilize them

C Satisfactory The paper is relevant and conveys an adequate understanding of concepts. It avoids serious errors in the use of English. It lacks the clarity and thoughtfulness of expression which would entitles it to an above average rating.

Plagiarism: The most common offense under the Academic Code of Conduct is plagiarism which the Code defines as “the presentation of the work of another person as one’s own or without proper acknowledgement.” This could be material copied word for word from books, journals, internet sites, professor’s course notes, etc. It could be material that is paraphrased but closely resembles the original source. It could be the work of a fellow student, for example, an answer on a quiz, data for a lab report, a paper or assignment completed by another student. It might be a paper purchased through one of the many available sources. Plagiarism does not refer to words alone – it can also refer to copying images, graphs, tables, and ideas. “Presentation” is not limited to written work. It also includes oral presentations, computer assignments and artistic works. Finally, if you translate the work of another person into French or English and do not cite the source, this is also plagiarism. In Simple Words: DO NOT COPY, PARAPHRASE OR TRANSLATE ANYTHING FROM ANYWHERE WITHOUT SAYING FROM WHERE YOU OBTAINED IT. (Source: The Academic Integrity Website:

http://provost.concordia.ca/academicintegrity/plagiarism/

IMPROVING ACADEMIC SUCCESS – LIST OF STUDENT SERVICES

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AHSC Academic Advisor: Room VE-223.05. Academic Advising Drop-in sessions during fall and winter terms: Tuesdays & Thursday mornings (sign-in between 9 am – 10 am) and Wednesday afternoons (sign-in between 1 pm – 2 pm).

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Concordia Counseling and Development offers career services, psychological services, student learning services, etc. http://cdev.concordia.ca/

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The Concordia Library Citation and Style Guides: http://library.concordia.ca/help/howto/citations.html

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Advocacy and Support Services: http://supportservices.concordia.ca/

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Student Transition Centre: http://stc.concordia.ca/

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New Student Program: http://newstudent.concordia.ca/

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Access Centre for Students with Disabilities: http://supportservices.concordia.ca/disabilities/

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Student Success Centre: http://studentsuccess.concordia.ca/

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The Academic Integrity Website: http://provost.concordia.ca/academicintegrity/

TAKING CARE OF YOUR MENTAL HEALTH

 Concordia’s Mental Health Services: http://www.concordia.ca/students/health/mental-health.html

COURSE SCHEDULE – 311-DIVERSITY- FALL 2021 TUESDAYS 8

DATE

TOPICS

DUE

SEPT 7

Respect/ Normal

SEPT 14

Personal Awareness

SEPT 21

Power and Oppression

Quiz 1 Assign Groups Quiz 2

SEPT 28

Social Inequality and Privilege

Quiz 3

OCT 5

Gender

Quiz 4

OCT 12

Sexual Orientation

Reflection Paper Due

OCT 19

Neurodiversity

OCT 26

Abilities

Quiz 5

NOV 2

Families

Quiz 6

NOV 9

Group presentation (groups1-2)

NOV 16

Group presentation (groups 3-4)

NOV 23

Group presentation (groups 5-6)

NOV 30

Healthy Relationships/ Gratitude Closure

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