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.
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.
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.
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Class Participation Evaluation |
Points |
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Consistently raises or facilitates discussion with peers and instructor (in every class meeting). 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). |
90-100 |
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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. |
66-89 |
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Consistently present in class; attends and responds to others’ contributions at personal level of experience but does not participate in classroom discussions. |
45-65 |
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Consistently present in class; makes no contribution to discussion; unresponsive to or argumentative with others. |
Less than 45 |
There are weekly quizzes, consisting of 5 multiple-choice questions on the major concepts of the assigned readings. The lowest two quiz scores will be dropped; there are no make-ups for missed quizzes.
There will be a final exam consisting of a case conceptualization where students will analyze the case and integrate what they have learned in the course, using several theories. Students will also consider potential recommendations for possible interventions and/or school counseling activities.
This project is a culminating activity for the course. The purpose of this exercise is to ask you to consider your development and life history. How would you describe your early years? How have the theories studied helped you understand your own development? Where are you are now in your life? How does your family and cultural history relate to these issues? This project entails integrating the readings and class discussions as well as undergoing a process of critical self-reflection. Review the rubric form for further elaboration on scoring criteria. The typed, double-spaced paper should consist of the following sections:
Final Project: My Personal Development
Late submission will be penalized with a two-point/day deduction. Note: In the Course Outline there are self-reflection prompts. These serve to facilitate the process of reflecting on the course material and integrating it for this paper.
