EEC 222w Human Relations in a Multicultural Society (3 credits)
This course involves the study of interpersonal skills, motivation, and group skills applied to diverse groups in professional settings. Students will understand opportunities and challenges about diversity in a multicultural society. Course participants will recognize and appreciate the contributions, culture, norms/value, and oppression which groups experience. Students will develop communication skills, learn to build positive and equitable environments, and practice dealing with conflict. The course includes a reflection paper about one’s own cultural autobiography. The coursework requires 18 hours of Service Learning field experience and 9 hours of Cultural Partnership outside of class. The coursework also requires 20 pages of writing to improve skill in communicating with academic audiences. Meets State of Minnesota human relations requirement for teacher licensure. Meets three general education requirements: performance, and writing intensive. Fulfills a Cultural Diversity requirement for General Education at Minnesota State University, Mankato. Categorized as a “gold” course at Minnesota State University, Mankato.
To illustrate my ongoing course preparation and revision, I have prepared a course portfolio for EEC 222 Human Relations in a Multicultural Society. The portfolio includes old and new course syllabi, powerpoint presentations, and a reflection paper.
Producing a Teaching Portfolio gave me an opportunity to build on my professional development experiences and continuously refine the course.
I used the structure of the Teaching Portfolio to outline curricular changes and their effects on student learning. The procedure for producing a Teaching Portfolio included examining the course’s history and my teaching philosophy and then identifying questions or issues to further investigate. These issues arose from student course evaluations, my own reflection about the course, the process of creating the portfolio, as well as what I learned last year from “Process-Oriented Guided Inquiry Learning” and “Intentional Course Redesign” development opportunities. I also wanted to incorporate teaching with technology into my approaches.