Core Content

1. Explain concepts such as diversity, stereotype, lifestyles, class, racism, sexism, sensitivity, tolerance, etc.

2. Critically examine minority group contributions to American society.

3. Demonstrate an awareness of the cultural experience of ethnic/diverse groups other than his/her own

4. Understand what is involved in developing wholesome self-identities

5. Evidence awareness and justification of the need and value of multiculturalism

6. Distinguish similarities and differences among majority and minority cultures

7. Recognize communication patterns in self and others that enhances or inhibits the communication process

8. Synthesize the communication patterns of diverse populations and how they relate to interpersonal relations

9. Summarize scholarly resources related to diversity

Core Skills

1.     To learn to respond appropriately to diverse needs

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning

2.     To learn to apply concern for diversity in professional and social environments

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning

3.     To communicate and work effectively with diverse groups

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning

4.     To develop a vision of society that promotes the success of all members, based on relevant knowledge and theories

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning, debate

5.     To demonstrate the ability to combine impartiality, sensitivity to diversity, and ethical consideration in interactions with others

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning

6.     To develop multicultural awareness, gender sensitivity, and ethnic appreciation in the community Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning

7.     To develop responsiveness to diverse sociological, linguistic, cultural, and other factors

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning

8.     To serve as an advocate

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning, debate

9.     To demonstrate the ability to analyze the complex causes of poverty and other disadvantages and their effects

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning, debate 

Core Content

1. Explain concepts such as diversity, stereotype, lifestyles, class, racism, sexism, sensitivity, tolerance, etc.

2. Critically examine minority group contributions to American society.

3. Demonstrate an awareness of the cultural experience of ethnic/diverse groups other than his/her own

4. Understand what is involved in developing wholesome self-identities

5. Evidence awareness and justification of the need and value of multiculturalism

6. Distinguish similarities and differences among majority and minority cultures

7. Recognize communication patterns in self and others that enhances or inhibits the communication process

8. Synthesize the communication patterns of diverse populations and how they relate to interpersonal relations

9. Summarize scholarly resources related to diversity

Core Skills

1.     To learn to respond appropriately to diverse needs

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning

2.     To learn to apply concern for diversity in professional and social environments

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning

3.     To communicate and work effectively with diverse groups

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning

4.     To develop a vision of society that promotes the success of all members, based on relevant knowledge and theories

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning, debate

5.     To demonstrate the ability to combine impartiality, sensitivity to diversity, and ethical consideration in interactions with others

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning

6.     To develop multicultural awareness, gender sensitivity, and ethnic appreciation in the community Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning

7.     To develop responsiveness to diverse sociological, linguistic, cultural, and other factors

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning

8.     To serve as an advocate

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning, debate

9.     To demonstrate the ability to analyze the complex causes of poverty and other disadvantages and their effects

Learning Activities: class discussion, lecture, guided reading, guest speakers, case study, peer practice, experiential learning, debate 

Students should participate in all classes. Logging into D2L at least twice a week and working diligently on assignments will be considered as your attendance for the week. In case of an emergency that will not allow you to log on to D2L, please let me know as early as possible. One week’s absence will result in a loss of 50 points from your earned points. Two weeks’ absences will result in 100 points loss, contact to the advisor, and alert being issued to student services. Excessive absences might also result in instructor-drop, if required. Late work, unless arrangements are made by the student and approved in advance by the instructor, will not be accepted for full credit.

Lateness of the submission will be determined by D2L. Please understand that D2L does not consider holidays or weekends and so do I. For example, if the due date of a particular assignment were 11:30 pm, 6/5/2022, and you submitted the assignment at 11:31 pm, 6/5/2022, the D2L dropbox will mark your assignment as ONE day late. I will go by the D2L decision and will consider your assignment as ONE day late. To avoid missing the due date by such hairline margins, I advise you to submit the assignment well ahead. 

25% off per day per assignment (including Saturday and Sunday). So, if the assignment is for 100 points, you can make a maximum score of 75 after one day, 50 after two days, 25 after three days, and zero after 4 days if all your answers are correct. There is NO late work on discussion boards, surveys, or zoom meetings! All this is non-negotiable!!! If there are any issues/confusions, contact me BEFORE the assignment is due.

NOTE: Computer or D2L issues do not provide an excuse. Extensive use of the MSU D2L program is a part of this course. Each student is expected to be familiar with D2L as it provides a primary source of communication regarding assignments, examination materials, and general course information. You can log into D2L through the MSU Homepage. If you experience difficulties, please contact the technicians listed for the program or contact your instructor. Do not wait till the last minute to submit the assignment.

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

All instructors in the Department have voicemail in their offices and MSUTexas e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and 2) earned 60 hours. Students may meet this requirement in one of three ways: by passing the Writing Proficiency Exam, passing two Writing Intensive Courses (only one can be in the core), or passing English 2113. If you have any questions about the exam, visit the Writing Proficiency Office website at https://msutexas.edu/academics/wpr, or call 397-4131.

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at https://msutexas.edu/campus-carry/rules-policies.

If you have questions or concerns, please contact MSU Chief of Police at police@msutexas.edu.