Students will deconstruct their own biases and reflect on biases present in the communities of practice and the system in which our children live. Students will apply the principles of anti-bias education to their instruction, and receive peer and instructor coaching to improve their responsiveness to cultural, linguistic and ability diversity. Students will discuss how embedded bias can impact identity development.
Admission into the BAS-Teaching Program and minimum 2.0 on all previous 300-level ECED and EDUC courses.
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Problem Solving: Graduates will be able to assess and analyze student learning and create learning experiences that demonstrate an understanding of how children learn and develop. Graduates will employ pedagogical knowledge in a variety of areas, including classroom management, teaching through experiential learning, and effective planning, to create inclusive learning environments.
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Social Interaction: Graduates will be able to integrate culturally responsive teaching practices in their learning environments. Graduates will be able to integrate cultural, linguistic, ethnic, and socio-economic diversity into the daily curriculum.
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Problem Solving: Graduates will be able to assess and analyze student learning and create learning experiences that demonstrate an understanding of how children learn and develop. Graduates will employ pedagogical knowledge in a variety of areas, including classroom management, teaching through experiential learning, and effective planning, to create inclusive learning environments.
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Social Interaction: Graduates will be able to integrate culturally responsive teaching practices in their learning environments. Graduates will be able to integrate cultural, linguistic, ethnic, and socio-economic diversity into the daily curriculum.
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Problem Solving: Graduates will be able to assess and analyze student learning and create learning experiences that demonstrate an understanding of how children learn and develop. Graduates will employ pedagogical knowledge in a variety of areas, including classroom management, teaching through experiential learning, and effective planning, to create inclusive learning environments.
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Problem Solving: Graduates will be able to assess and analyze student learning and create learning experiences that demonstrate an understanding of how children learn and develop. Graduates will employ pedagogical knowledge in a variety of areas, including classroom management, teaching through experiential learning, and effective planning, to create inclusive learning environments.
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Social Interaction: Graduates will be able to integrate culturally responsive teaching practices in their learning environments. Graduates will be able to integrate cultural, linguistic, ethnic, and socio-economic diversity into the daily curriculum.
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Communication: Graduates will be able to effectively and appropriately interact with students through oral and written communication. Graduates will be able to utilize oral and written communication skills to collaborate and interact with colleagues, parents, administration, and community members.
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Problem Solving: Graduates will be able to assess and analyze student learning and create learning experiences that demonstrate an understanding of how children learn and develop. Graduates will employ pedagogical knowledge in a variety of areas, including classroom management, teaching through experiential learning, and effective planning, to create inclusive learning environments.
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Social Interaction: Graduates will be able to integrate culturally responsive teaching practices in their learning environments. Graduates will be able to integrate cultural, linguistic, ethnic, and socio-economic diversity into the daily curriculum.
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Problem Solving: Graduates will be able to assess and analyze student learning and create learning experiences that demonstrate an understanding of how children learn and develop. Graduates will employ pedagogical knowledge in a variety of areas, including classroom management, teaching through experiential learning, and effective planning, to create inclusive learning environments.
- Aspects of diversity (race, gender, SES, family dynamic, ability, etc.)
- Implicit Bias
- Racism/microaggressions
- Addressing inequity in the classroom
- Who am I?
The course instructor, with input from the department, will select the appropriate text(s) and reference materials for the course. Text(s) selected for the course should be, to a degree, reflective of text selections for similar course offerings at other institutions. Instructors are encouraged, but not required, to explore open-source text(s) and materials as an option.
Classroom needs to include technology for students to participate from multiple campuses (Zoom equipment or equivalent).
General Statements
“The Disability Support Services Office has been designated by the college as the primary office to guide, coach and assist students with disabilities. If you receive services (or think you should) through that office and require accommodations for this class, make an appointment with the Director of Student Access (509-682-6854 or sas@wvc.edu) as soon as possible to discuss your approved accommodation needs. Any information you share is kept in strictest confidence unless you give written permission to do otherwise.
If you need a referral to that office or have further questions, please contact the Director of Student Access to assist you. Following through on these services can help you be more successful in your academic endeavors at WVC. (Note: the Director of Student Access will require appropriate documentation of disability. The use of that office is voluntary).”
WVC is committed to providing a safe learning environment. For your safety, the Bias Incident Response Team (BIRT) can connect you with resources/support to address bias-related incidents that may interfere with your academic success, particularly those directed at persons protected under WVC’s Non-Discrimination Policies and Procedures (https://www.wvc.edu/publicdisclosure/aa-eo-statements.html). Please visit the BIRT site at https://www.wvc.edu/bias to learn more and find out how you can report bias-related incidents.
WVC students are entitled to two days of excused absences per academic year for reasons of faith or conscience or for organized activities conducted under the auspices of a religious denomination, church or religious organization. Students’ grades may not be adversely impacted by absences authorized under this policy. Each holiday taken under this policy must be taken as a whole day, i.e. the day may not be divided into hours and taken piecemeal. Related Procedures 1400.610.
Any student who engages in any form of academic dishonesty may be subject to discipline. Common instances of academic dishonesty include (but are not limited to): cheating; fabrication; plagiarism; facilitating, aiding or abetting others in academic dishonesty; collusion; or resubmitting work previously submitted for another course without instructor permission. Academic dishonesty may be subject to both academic sanctions and/or code of conduct sanctions.