Dallas Dolan
Human Relations in a CulturallyDiverse Society

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Syllabus - Human Relations in a Culturally diverse Society

I. BASIC COURSE INFORMATION
Date: Spring, 2005
Instructor's Name: Dallas Dolan, MS, MA, LCPC
Instructor's Office: 30-1, Classroom Building First Floor
Instructor's Phone Number: (410)285-9783 email: ddolan@ccbcmd.edu
Office Hours: TBA
Prerequisites: Reading Skill 2, English Skill 2

Description: Human Relations in a Culturally diverse Society applies psychological principles, theories and research to a broad range of interpersonal relationships. Self-understanding, personality, friendship, family, group dynamics and work relationships will be explored from different cultural perspectives. Throughout, cross-cultural research will enhance understanding of each topic.

This is an approved diversity General Education course.

II. Course Goals:

A. Objectives:
Upon successful completion of the course, students will be able to: 
1. Describe the differences between a "melting pot" and a "cultural diversity" model and the impact these models have on human relationships.
2. Identify underlying multicultural factors influencing relationships within a culturally diverse society.
3. Analyze different cultural groups with respect to their values, family models, styles of parenting, gender roles, communication styles, friendship patterns and work ethics and how these impact upon America's changing cultural identity.
4. Assess the psychological mechanisms that promote clear communications, problem solving, and conflict resolution within a multicultural environment.
5. Identify barriers to effective discourse through different cultural lenses.
6. Evaluate information regarding human relations and cultural diversity as presented for public consumption through film, television, radio, print, Internet and other media sources. 7. Assess and analyze public policies, court rulings and government regulations available on the Internet that pertain to civil rights and "equal protection under the law" such as the Americans with Disabilities Act, the Fourteenth Amendment of the Constitution, and other laws.
8. Identify the possible causes and analyze the impact on people's lives of "hate crimes" and discrimination based on race, age, gender, sexual orientation, class, disability and religion.
9. Formulate personal positions on topics such as cultural pluralism, affirmative action, immigration quotas, and racial profiling using fundamental psychological theories, principles and methodologies.
10. Assess and analyze the impact of ethnic and cultural differences in behavior, attitudes, communication styles, and perceptions on such topics as psychopathology, models of leadership, and organizational changes in corporations.
11. Discuss how psychological information pertaining to human relations and knowledge of the impact of culture is continually evolving, which requires the ability to pursue lifelong learning both independently and collaboratively.
12. Assess the impact of their own cultural backgrounds on their strengths and weaknesses as learners.

B. Major Topics: (See Course Outline)

C. Rationale: This course meets the General Education requirement for a diversity course. Students will become more aware of their own ways of perceiving and relating in a diverse society. Students will also gain skills for living and working in our increasingly multicultural world.

III. Evaluation
Students will be provided with multiple opportunities for feedback from the instructor and other students. Final grade for the course will be based on the following:
Tests (3 at 100 points each) ………………………......300 points
Reflective Journal (5 entries at 10 points each)… 50 points
Research paper ……………………………………............100 points
Group participation and presentation……………….....75 points
Active Learning and Participation ………………….......50 points
Total: .........................................................575 points

B. Instructor's Grading Policy: 
Final grades will be based on a percentage of the total points accumulated.
Students accumulating at least 90% of the total number of available points will earn an 'A'', those earning 80-89% will earn a "B", those earning 70-79 % will earn a "C'', those earning 60-69% will earn a "D", and any student failing to accumulate at least 60% of the points will earn a failing grade for the course.

Assignments turned in late will be assessed a grade reduction for each session the assignment is late.

Tests cannot be taken after the class period in which they are given in class without prior approval by the instructor. A student must contact the instructor prior to the test time for permission to take the test at a later time, if unable to make the test due to illness or other circumstances. Documentation may be required. Any make up test will be taken in the Test Center, and may be in a different format than the in class test.

Please note that a grade of Incomplete will only be recorded for the student after discussion and agreement of the instructor, and when at least 70% of the course goals and objectives have been satisfactorily met.

C. Instructor's attendance policy: Attendance at each class session is important. If you miss a session your voice will be missing from the discussion. Students should plan to attend each session. Missing more than three class sessions during the semester will put the student at risk of failure. If you must miss a class, please contact a fellow class member for notes and assignments prior to the next class session.

IV. Course Procedures

A. Materials: Weiten, W., and Lloyd, M. (2002) Psychology applied to modern life: Adjustment at the turn of the century (7th edition). Belmont, CA: Wadsworth/Thomson Learning
Bucher, R. ( 2003) diversity consciousness: Opening our minds to people, cultures and opportunities. (2nd edition) Upper Saddle River, NJ: Prentice Hall

B. Special procedures

1. We will start the semester by discussing and agreeing to "groundrules" that will allow the free flow of ideas and opinions, while respecting the rights of all class members. Please refer to these often, and commit to making the classroom a place where it is safe to learn and express opinions and beliefs.
2. Assignments should be read prior to coming to class, so that all students will be prepared to discuss the concepts and ideas that were presented in the readings. Active Learning and Participation points are available to students who are in attendance and come prepared by having read and engaged actively with the assigned materials. Usually, this will mean producing an outline of the article/chapter, identifying important points and questions. Active Learning and participation points can not be 'made up' if a student is absent from class.
3. Class will begin and end on time. Please be respectful of your classmates by being prompt. Please also turn off all cell phones and pagers during class.

C. Assignments: 

1. Reflections (50 points) The 5 Reflections give you an opportunity to discuss the application of concepts we are learning in class to you, personally. These reflections are generally 1-2 pages in length, should be typed and are "polished" writing, reacting to a prompt given in class. The reflections will be graded for the quality of thinking and application of concepts, as well as for mechanics.

2. Research (Group and individual) There are several components to this assignment, which is designed to (a) promote teamwork and collaboration among members of the class (b) encourage students to become educators of each other in matters of multiculturalism, pluralism and diversity (c) encourage open dialog about various diversity topics (d) allow students to become knowledgeable about a group he/she lacks familiarity with (e) become familiar with research and psychological literature related to diversity.

A. Discussion/Research teams: Each team will begin with an article given by the instructor. All group members will read the article, then come together to discuss it, and identify further research ideas.

B. individual research: Then, each member of the group will engage in further research related to the group being studied. Each group member is individually responsible for finding at least 3 articles (2 from professional psychology journals). Group members should be researching different aspects of the group being studied. (Note: A class period will be spent in the library learning research skills that will be needed to complete this assignment.

C. Research paper: Each student will produce an essay of at least two pages summarizing the article given by the instructor, and reactions to it. In addition, each student will write article reviews for each of the journal articles found in their research. (A guide for article reviews will be given in class). Articles will be referenced in APA style. (100 points possible)

D. Group Presentation: Teams will work together to produce a 10-15 minute presentation to the class to share information about their topic. All team members will receive the same group grade, assuming all members are present for the in class presentation. This component will follow our study of work teams, and will allow for students to be part of a working team. In addition, members will be reflecting on their participation and experience with the group, and how well the group functioned together. (50 points possible)

3.Active Learning/Participation Points: Points will be recorded in individual folders at the beginning of each major topic of the semester (generally, once per week). Points are all-or-nothing-no partial credit, and no make-up credit! In order to be awarded these points, the student must come to class with evidence of being prepared to participate in the discussion by reading the material assigned. Evidence will include (1) hand written or typed outline of the assignment, covering the entire assignment (2) Note cards or other method of note taking covering the entire assignment. NOTE: Underlining or highlighting in the book will not be sufficient.
If at the beginning of the class period when ALP's are checked, the student has evidence of having points will be awarded.