Graciela Elizalde-Utnick, Ph.D.
Office: 1107 James Hall
Office hours: By appointment on Zoom
This experience-based course will develop cultural humility and multicultural counseling competence, specifically awareness, knowledge, and skill related to cultural, racial, linguistic, ethnic, gender, sexual identity, age, ability, and socioeconomic factors that influence and shape behavior and development, including privilege and oppression in each of these areas. There is an emphasis on intersectionality. Personal history, literature, and films will be analyzed in the contexts of acculturation, identity, and systemic oppression. Current research and theoretical and applied knowledge in this field will be reviewed. Students will integrate theoretical and applied knowledge in written assignments and discussions.
Multicultural competence is built on personal awareness. Gaining awareness of our own cultural lenses (and how they influence what we see and how we respond) requires that each of us step outside our typical ways of understanding the world and the people in it. Often this can be more challenging than we first imagine. It is important that the classroom environment be one of respect and of honesty, honesty not only with others but with ourselves. Though it is not necessary for all of us to agree with one another on every topic, it is important that we are able to share our differing perspectives, first so that others can learn from our ideas and second so that we can learn from others.
As a courtesy to one another and to add to the atmosphere of respect, students are asked to keep their peers’ comments, opinions, and personal experiences in confidence. We work to create an environment in which we hold our own and one another’s feelings and experiences gently and with compassion.
Using this OER website along with Blackboard, Zoom, and other online platforms, this course utilizes both synchronous and asynchronous strategies to facilitate the class sessions. The class will meet at the scheduled course time via Zoom. Assignments will be submitted electronically by posting on Blackboard.
Students are expected to participate actively in all aspects of the course, both the asynchronous and synchronous components. During the synchronous component, active participation entails working on skills important to counseling and assessment: active listening and active participation in small- and large-group discussions. To foster active engagement during the synchronous sessions, all members of the class are expected to turn on their audio and video technology.
These are SPCL students in a TBL course with Prof. Elizalde-Utnick. They are discussing and deciding on the best seating arrangement when conducting a counseling session with a parent and interpreter.
This course will be using aspects of Team-Based Learning (TBL) pedagogy (www.teambasedlearning.org) that can be incorporated into online teaching formats. TBL increases students’ understanding of course concepts by using them to solve authentic, real-world problems and help them develop their workplace learning skills.
TBL courses have a recurring pattern of instruction that is typical of many flipped classrooms. Students prepare before class and then spend the bulk of class time solving problems together. Each session has a similar rhythm, opening with the Readiness Assurance Process that prepares the students for the activities that follow, and then moving to Application Activities that explore real-life case scenarios and apply concepts described in the readings.
Phase 1 - Pre-Class Preparation: Students are assigned preparatory materials to review before start of each module. The preparatory materials can be articles, videos, blogs, podcasts, or PowerPoint slides. The preparatory materials highlight foundational concepts the students need to begin problem solving, but not everything they need to know by module end.
Phase 2 - Readiness Assurance Test (RAT): Each session will begin with a five-multiple-choice question quiz (RAT) taken on Blackboard. The RATs hold students accountable for acquiring important foundational knowledge from the assigned readings that will prepare them to begin problem-solving during the class sessions.
Phase 3 - In-Class Activities: Students and their teams use the foundational knowledge, acquired in the first two phases, to make decisions that will be reported during the whole-class discussions and subject to cross-team discussion and critique. The class will use a variety of methods to have students report their team’s decision at the end of each activity. Sometimes students will report their decisions in Zoom's chat, sometimes they will display their work gallery style for the other teams to comment, and other times they will complete short worksheets or surveys, which will be randomly reported to the rest of the class.
Credits: TBL in-class activity image is a TBL cartoon from Sibley and Spiridonoff at the Centre for Instructional Support, University of British Columbia.
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This open educational resource was created as part of the CUNY and SUNY 2017-19 Open Educational Resources Initiatives. Governor Andrew Cuomo and the NY State Legislature awarded CUNY and SUNY $16 million to implement open educational resources to develop, enhance and institutionalize new and ongoing open educational resources across both universities.
Special thanks to the CUNY Office of Academic Affairs, the CUNY Office of Library Services, Brooklyn College Administration and Professor Miriam Deutch, Coordinator, Brooklyn College Open Educational Resources Initiative. Site design and formatting by Colin McDonald, OER Developer.