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SPCL 7823 Seminar in Bilingual School Counseling: ASSIGNMENTS & RUBRICS

Open Educational Resource (OER) created for Professor Elizalde-Utnick's SPCL 7823 course.

CLASS ATTENDANCE AND PARTICIPATION (15% OF OVERALL GRADE)

Students are required to keep up to date on class readings and assignments, and to be active team members. If students miss a class, they miss whatever their team did. The team process is critical to learning, and the content of each session will be reflected on the midterm and final exams. Most teams, in real life and here, will forgive a single absence for which students have a good reason, and be less forgiving of multiple or casual absences. More than one absence and/or tardiness will affect the course grade (two points per absence and one point for lateness). Attendance is taken at the beginning of class and it is expected that all students will be present at the start of class.  Brooklyn College abides to the state law regarding non-attendance because of religious beliefs. If you are unable to attend class for religious reasons, please notify the professor in advance to make the necessary arrangements.

Audio and Video During Synchronous Zoom Sessions: This course, which requires intense introspection, trains future clinicians who need to develop their observation skills. Class time will be used for clinical observation for supportive feedback. To this end, it is necessary for the video and audio technology to be turned on during the Zoom sessions to observe and analyze nonverbal communication. If there is a time in which a student cannot attend with the video on, please discuss this with the professor before the Zoom session.

Midterm & Final Participation Self-Assessment: Twice during the semester, at the midpoint and at the end, students assess their level of class participation using the following Class Participation Rubric. Students evaluate their own level of participation and award points out of 100 using the criteria described below. This will be completed using a google form; the link to the form is posted on Blackboard in the Assignments link.

Ultimately, it is the instructor’s evaluation that is used for grade purposes; but the self-assessment is an integral component that potentially maximizes the level of participation and performance outcomes.

Class Participation Evaluation

Points

Consistently raises or facilitates discussion with peers (in every class meeting). During the synchronous online class sessions, both audio and video technology are on. Engages in integrative and higher order thinking in relation to the readings (e.g., integrates two or more pieces of information in the readings, integrates experience with readings, poses hypotheticals for the group based on readings). During asynchronous activities, consistently posts on discussion boards before the deadline; interacts at least twice with other students and/or instructor during every discussion board thread.

90-100

Respectful attention to others’ contributions; periodically (at least every other class meeting) shares comments on at least one topic discussed in readings and demonstrates understanding and relevance to classroom discussion. Interacts at least once with other students and/or instructor in each discussion board thread.

66-89

Consistently present in class; attends and responds to others’ contributions at personal level of experience but does not participate in classroom discussions.

45-65

Consistently present in class; makes no contribution to discussion; unresponsive to or argumentative with others.

Less than 45

Midterm Self Assessment DUE: Sunday, June 20

Final Self-Assessment DUE: Wednesday, July 7

BLACKBOARD QUIZZES - READINESS ASSURANCE TESTS (20%)

Each class session will begin with a 5-question quiz on Blackboard on the assigned reading(s). Students have to begin the quiz at 4:30, and they have 30 minutes to complete and submit it. The quizzes are made up of multiple-choice questions.

BLACKBOARD JOURNAL ENTRIES (10%)

Students are expected to engage in a multi-level process of critical self-reflection, an important component of multicultural competence development. One effective strategy is e-journaling which allows for a deeper level of processing the course constructs. Asynchronous journaling gives students an opportunity to provide their thoughts, concerns, and opinions in a setting that they might feel more comfortable doing so in comparison to the Zoom sessions. Students will incorporate the journal responses into their Bilingual Interview paper. The instructor will provide feedback and can address any concerns that arise during this self-reflection process. Students should refer to the course outline and OER website for more details regarding topics and due dates. There are five journals; students only have to submit four journal responses, although all five address topics in the Bilingual Interview paper.

Journal 1 due on June 8

Journal 2 due on June 10

Journal 3 due on June 17

Journal 4 due on June 22

Journal 5 due on June 24

READINGS, SELF-REFLECTION, & WEBSITE ACTIVITIES

This website is a critical part of this course, both as a learning platform and as the site to obtain the readings, videos, and course information (both included and not included in the syllabus). Students are expected to engage in a multi-level process of critical self-reflection, an important component of multicultural competence and cultural humility development. Each session link is filled with resources, and students are encouraged to preview the class material prior to each session and then review the material after each class. The learning process is cumulative, with each session integrating the content from earlier sessions. The readings are posted in the Bibliography section but also linked in each class session. Quiz questions are generated from the content of the assigned readings posted on this website. The website is intended to optimize the learning process, and the instructor looks forward to your feedback.

MIDTERM PEER EVALUATION (NON-GRADED)

Each individual will evaluate the contributions of all the other team members by completing the midterm peer evaluation via a google form link. The results will be disseminated anonymously to all team members by Prof. Elizalde-Utnick. The purpose of this evaluation is to give feedback to each team member to maximize team accountability.

DUE: Sunday, June 20

FINAL PEER EVALUATION (GRADED; 5%)

At the end of the term, it is necessary for all members of this class to assess the contributions that each member of the team made to the work of the team.  You will divide 100 points amongst your teammates based on the contributions they made to the team throughout the semester. This contribution should presumably reflect your judgment of such things as: 1) Preparation (Were they prepared when they came to class?); 2) Contribution (Did they contribute productively to group discussion and work?); 3) Respect of others' ideas (Did they encourage others to contribute their ideas?); and 4) Flexibility (Were they flexible when disagreements occurred?). It is important that you raise the evaluation of people who truly worked hard for the good of the group and lower the evaluation of those you perceived not to be working as hard on group tasks. You will submit your final peer evaluation via a google form link on Blackboard.

DUE: Wednesday, July 7

INDIVIDUAL PROJECT: INTERVIEW -- A BILINGUAL (40%)

Using the Bilingual Interview Protocol, interview an immigrant adult for whom English is their second language.  The purpose of this assignment is to explore an individual’s history and experience with second language acquisition, as well as how the individual’s identity, emotions, and memory processes relate to language proficiency and history. You must use the Interview Protocol for this project and attach your completed protocol to your written paper. In addition to asking questions as per the interview protocol, the individual will hand-write, in your presence, a paragraph or two on what it means to be bilingual.  You will compare the quality of the oral interview (oral language proficiency) and the quality of the written paragraph (i.e., Is the level of writing what you expected, given the proficiency level exhibited during the interview?). The second part of the project entails applying the same questions to yourself. You don’t need a second interview protocol for your own responses. You can integrate them directly into the second part of the paper.

Written Assignment: Write up your findings, including your observations and thoughts about this task according to the rubric. You should structure your paper with headers according to the rubric and attached project guidelines. Attach the completed interview protocol (there is no need to type up the responses on the protocol; hand-written is fine) and the paragraph written by interviewee. Was the paragraph what you expected? Analyze the paragraph not only in terms of its content, but also in terms of the quality of the language (e.g., is it BICS or CALP?). In addition to writing about your interviewee, you should compare his/her experience with your own second language acquisition experience. Make sure to submit the appropriate rubric form (attached) to your paper. See rubric, interview guide, and interview protocol (attached at end of syllabus) for more information on this assignment and how to organize your paper. You should divide your paper, using headers, into the sections outlined in the rubric. Make sure to include the information delineated in the rubric for each section. Papers are to be uploaded to Blackboard; late submissions will be penalized (see rubric).

DUE: Saturday, July 3

TEAM APPLICATION ACTIVITY: LOST IN TRANSLATION (10%)

Read the Book:

Students must read all of Eva Hoffman's book, Lost In Translation: A Life In a New Language, to complete this assignment. 

Assignment Directions:

In teams on June 28 students discuss and write up each of the sections using a Padlet link provided by the instructor, drawing from content from Eva Hoffman’s Lost in Translation (i.e., provide examples from the book). Use bulleted statements to facilitate presentation of your analysis. Each team is graded using the assignment rubric.

Linguistic History: Describe Eva’s second language learning process.

Identity: How does Eva identify herself ethnically/racially/culturally? What is the relationship between the way that Eva identifies and her proficiency in the languages known?

Emotions & Language: How do Eva’s emotions interact with language?

Memory, Thinking, & Language: Are Eva’s memories language-specific? What language does Eva think in?