""Twenty years from now you will be more disappointed by the things you didn't do than by the ones you did. So throw off the bowlines, Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream." ~ Mark Twain

Content
This workshop consists of 6 modules. Each includes an Introduction, Learning Activities, a Self-Assessment Activity, and Discussion. We will focus on how to model and apply the concepts of teaching from a multicultural perspective. Individual and group activities provide the opportunity to investigate and use the concepts of tolerance, empathy and diversity to create an inclusive classroom culture.

Course Themes:

• Examining Your Personal and Professional Perspectives
• Developing a Diverse Community of Practice - Online and In Class
• Understanding and Confronting Bias
• Creating a Multicultural Classroom Atmosphere
• Affirming Diversity with Collaborative Technologies
• Teaching and Learning with Internet Resources

You work individually and with learning partners to practice and refine your understanding of multicultural issues. We use authoritative Web resources to better understand and apply current research on multicultural teaching and learning directly to curriculum and classroom issues. You will participate in discussions with online colleagues to share strategies for teaching with a multicultural perspective. Exchange of insights and best practices that promote a classroom and school atmosphere of tolerance and empathy is a central theme in this workshop.

While online education is highly flexible and designed to meet your schedule, learning online requires discipline and commitment. You will need to set and meet deadlines as part of your weekly assignments and collaborative work. Your colleagues will depend on you for timely feedback as you work together to deepen and clarify essential concepts. For this reason, the course follows a Monday to Monday schedule, allowing you to use weekends to catch up or work ahead.

Goal
By the end of the course, you will be able to identify the essential issues of multicultural education. You will be able to plan strategies to manage and enhance an inclusive classroom atmosphere. You will have a lesson or unit that promotes student empathy, tolerance and understanding through technology infused research, problem solving and collaboration.

Participation
Participants will:

• Exchange e-mail with other participants using the class e-mail list and other (optional) collaborative technologies
• Review, authenticate, and discuss online reference materials, Websites, and collaborative technologies
• Practice principles of respect, tolerance and empathy while engaging in a discussion of the issues
• Provide examples of classroom best practices that promote an inclusive and diverse classroom atmosphere
• Participate in a collaborative peer review of projects
• Continually reflect on learning using an electronic journal

You will be able to customize activities to your specific training responsibilities and needs.

Collaboration
During each activity, you are encouraged to share your discoveries and successes with other workshop participants. We strive to develop an atmosphere where questions can be asked and answered as part of a collaborative community. Participants may share drafts of works-in-progress for peer feedback. Concepts developed by the weekly discussion and exchange of ideas may be incorporated into the final lesson/unit project.

This may be your favorite part of the workshop. You will find creative ways to develop dynamic and thoughtful group process skills while discovering practical teaching strategies used by your peers around the world.

Workshop E-mailing List (LISTSERV)
Many of the course instructional materials will arrive via e-mail, so it is important that you check your e-mail regularly. Similarly, you will submit your reactions, contributions, and activity responses to your peers and facilitator via e-mail.

A vital aspect of our discussion by e-mail is the exchange of ideas that can occur among workshop participants. You will be asked to complete a minimum of two postings per week during the workshop; this will include reacting to readings, discussing the topic/issue of the week, sharing information and resources with colleagues, or responding to a problem or question posted by peers or your facilitator.

You are encouraged to communicate with each other frequently and freely using all types of electronic collaboration tools.

You may choose to participate in real-time chats with your facilitator or team chats with learning partners while developing your project. Other (optional) collaborative technologies will be introduced.

Self-Reflection
At the conclusion of selected modules, you will write a concise (250-300 word) reflection that responds to questions such as:

• What was the most valuable information that you learned in this module?
• How will you implement this in your school? District?
• In what area(s) do you feel you need more information or practice?

Evaluation
Your grade will be based on:

40% - Online Discussion (postings to the class e-mail list, plus optional use of discussion boards and other collaborative technologies.)

20% - Accurate completion of module self-assessment activities

20% - Self-reflection - edited samples from your reflective learning journal will be evaluated for clarity and evidence of understanding at the end of the workshop.

20% - Final lesson or unit project. (Plan only, you are not required to begin using your project during the class.)

A -- Exceeds the standard

B -- Proficient demonstration of the standard

I -- Incomplete demonstration of the standard (Work must be resubmitted.)

Evaluation of your listserv participation is cumulative and subjective based on your weekly self-assessment as well as notes that the facilitator records each week. You may E-mail your facilitator for help in upgrading your participation in the listserv discussion at any time.

Excellent indicates you participated above the minimum level in both quantity and clarity of communication in your listserv postings.

Proficient indicates you met the minimum requirement.

Incomplete indicates you consistently contributed below the minimum two messages per week or contributions were merely perfunctory ("I agree with so and so.") or unclear.

Rubric for Participation Assessment This three point rubric provides criteria explaining Exemplary, Proficient, and Incomplete levels for three areas  of online classroom performance:

• Discussion Quality
• Writing Quality
• Adherence to established 'Ground Rules'.

Any time that you want to ask about your progress, send a message directly to your facilitator.

Resources Needed
All reading materials will be included as Web-based mini lectures or references on the WWW.

Questionnaire
Tell your facilitator about yourself and your goals for the workshop by completing this short questionnaire.