TEDX1827X - Teaching Diversity: Influences & Issues in the Classroom

Course Description

This course is designed to help classroom teachers, school counselors, and other educational personnel gain strategies to understand how our diverse society influences student learning in the classroom. Participants will explore issues of culture, gender, and individuals with exceptionalities, and how these affect a student’s learning and behavior in the classroom.

The course is divided into four chapters. At the completion of each chapter, there will be an examination covering the material. Students must complete the examination before proceeding to the next chapter. This sequential approach to learning will help all participants to gain a better understanding of what they have learned as they proceed through the course.

Although this course is a presentation of societal issues and how these affect the classroom, there is certainly a wealth of research and topics not covered in the scope of this course. The instructor highly recommends that you augment your readings from this course with further research to gain a fuller understanding of the complexities of this subject. In addition to what is required in this course and your individual research, the instructor recommends that you read research from the authors found in the reference section of this syllabus.

View Teaching Diversity: Influences & Issues in the Classroom syllabus for additional information.

Key Benefits

• 100% online self-paced course.
• No prior experience required.
• No textbooks and other materials required for purchase.

Learning Modules Include

• Chapter 1: Teaching in a Diverse Classroom
  • This chapter explores how our society has changed, the diversity of our society as a whole, and the diversity of the community where the participant lives and works.
• Chapter 2: Race, Ethnicity & Culture
  • This chapter explores research norms about race, ethnicity, and culture while challenging individuals to refrain from using this information to stereotype but instead to use it as a foundation to start understanding people as individuals. Participants are challenged to evaluate their own attitudes and teaching honestly and to change them, if necessary, in efforts to teach so that all students succeed in their classrooms.
• Chapter 3: Gender Differences, Gang Influences, & LGBTQ+
  • This chapter explores research norms about gender differences while challenging individuals to refrain from using this information to stereotype. Participants are challenged to evaluate their own attitudes and teaching honestly and to change them, if necessary, in efforts to teach so that all students succeed in their classrooms. In addition, the influence of gangs is discussed.
• Chapter 4: Socioeconomic Issues & Social Justice
  • This chapter explores socioeconomic issues in our society and how they affect the students in your classroom while challenging individuals to refrain from using this information to stereotype. Participants are challenged to evaluate their own attitudes and teaching honestly and to change them, if necessary, to teach so that all students succeed in their classrooms.

Course Learning Outcomes

• Reflect through online exams how participants can combine and apply their knowledge of learning styles and teaching theories in a multicultural classroom. Participants will be challenged to honestly evaluate their own attitudes and teaching, and to change those if necessary in order to teach so that all students succeed in their classrooms.
• Analyze how poverty issues in our society affect the students in classrooms.
• Gather information from several sources on individual student cultures, knowledge, skills, language proficiencies, and interests.
• Gather information from several sources on individual students’ special needs.
• Discuss development patterns of classroom interactions that are friendly and demonstrate general caring and respect.
• Apply a system that responds successfully to disrespectful behavior among students.
• Employ behavioral intervention to remediate disruptive, negative, and/or self-destructive behavior.
• Employ positive framing to model and reinforce appropriate student behavior and redirect inappropriate student behavior.
• Initiate regular communication with families to discuss class and individual activities.

Requirements to Enroll

No application is needed to enroll. All learners are eligible to enroll in the course. There are no admission requirements. It is recommended that learners have a high school diploma or GED, and have basic computer and internet knowledge.

Semester Open-Enrollment Schedule:

• Spring = January - April
• Summer = May - August
• Fall = September - December

*Please note that students are only allowed to register max 5 TEDX courses per semester period*

Estimated Time to Completion

This course can be completed in approximately 30 hours of asynchronous work.

Access Time

Learners will have access to their course learning modules for up to 365 days from the date of enrollment.

CEUs and PDUs

• CEUs 3.0 National University Continuing Education Units

Certificate of Completion

Learners will be awarded a National University Workforce and Community Education, Professional and Continuing Education Certificate of Completion after satisfying the course requirements below:

1. Complete all four information sections showing a competent understanding of the material presented in each section.
2. Complete all four section examinations, showing a competent understanding of the material presented.  You must obtain an overall score of 70% or higher, with no individual exam score below 50%, to pass this course.  *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
3. Complete a review of any section on which your examination score was below 50%.
4. Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
5. Complete a course evaluation form at the end of the course.

Refund Policy

We at National University want all of our students to have a positive and rewarding learning experience. In the event that a student is not completely satisfied with a course, we offer a refund policy to ensure satisfaction.

To be eligible for a refund, the student must submit a written request, including a valid reason, within 9 calendar days of registering for the course. Additionally, the student must not have attempted more than 25% of the course.

To request a refund, email PACE@nu.edu and include your full name, student ID, and course name. Your reason for requesting a refund will be carefully reviewed, and we reserve the right to refuse a refund if we determine the request to be invalid.

If you meet the eligibility criteria and are approved for a refund, we will issue a refund to your original method of payment within 60 days of the refund approval.