SPCL 3000 LGBTQ Youth in Educational Contexts (Greytak)

Requirements for SPCL 3000 are divided into three types:

1. Engagement
2. Papers
3. Projects

In order to be as responsive to the unique needs and interests of students to address other necessary modifications to the curriculum or schedule, assignments in this syllabus may be added, changed or modified to accommodate the flow of the course. However, I will never make an assignment due any earlier than it is currently listed on the syllabus. Thus, it will not benefit you to work ahead on assignments or readings. If for some extenuating circumstance you need work on an assignment earlier than the week it is assigned, please let me know so that I can advise you of any potential changes, etc.

Parts of Engagement

Participation & Preparation (10 points)

Students are expected to review the class “talk” for each week, in addition to doing the reading, watching or listening to assigned audio-visual material, and complete any required activities and assignments. I recommend you stay on top of your work, and reach out when you have questions or need support. Some weeks throughout the semester, students will be asked to complete forms, short surveys, ungraded brief quizzes, posting video responses, or other brief activities. These are designed to help the professor assess students’ engagement and comprehension and will be used to inform course content.

Weekly Responses (60 pts)

Each week there will be a response prompt or question posted to enhance your understanding and application of the readings and other course content for the week. These responses will also provide an opportunity to reflect and engage with course material the ways that directly relate to your experiences and identities. Discussion posts can receive a total of 5 possible points each: 3 points for being submitted on time and responding to all questions aspects and up to 2 points for demonstrating thoughtful and informed responses. Responses are due at the end of each week (by 11:59pm, Sunday). There are 13 weeks’ worth of responses, but your lowest response will be dropped (that means you can miss one week’s response with no penalty).

Mid-Term Reflection (5 pts)

At the mid point of the semester, students will be asked to reflect on their own learning and progress in the course thus far. This will include a written response and a remote video meeting with the professor (scheduled at a time convenient for students). Honest, self-reflection, and identification of both strengths and challenges will count towards the points. Details and sign ups will be provided on Course Module and Blackboard.

Papers

Each paper will have a 1-2 page Assignment Details Sheet that will provide the specific requirements, purpose, and rubric. These sheets will be on Blackboard in the “Assignment Details” section and in the week of the Blackboard Modules when they are due. I will go over the details in class as well. Please do not start working on these papers until you have reviewed and understand the details.

Module 1 Paper: What I Do (and Don’t) Know About LGBTQ+ Youth & Education (10 points).

SPCL 3000 includes two written self-reflection assignments – one in the beginning of the semester and one at the end. For this first reflection, students will write about their own knowledge, experiences, and perspectives Students are always asked to write in ways demonstrate self-reflection and critical thinking. This assignment should be typed and submitted via Blackboard.

Module 4 Paper: Final Learning Statement (25 points)

which functions as a “final” for this course. Students are asked to write in ways that demonstrate a familiarity and understanding of the course content, demonstrate critical thinking, and true self-reflection. This assignment should be typed and submitted via Blackboard.

Projects

All projects will have a 2-4 page Assignment Details Sheet that will provide the specific requirements, purpose, and rubric. I will go over the details in class as well. Students will keep a "Project Journal" for each project where they will log their progress as part of specific steps of the process. Please do not start working on a project until it has been discussed in class and you have reviewed and understand the details.

Module 2: Population Project (30 points):

Each student will choose one a specific LGBTQ youth population of their choosing to focus on, for example, specific racial or ethnic groups (e.g. Black LGBTQ youth, Arab youth, Puerto Rican youth), religious groups (Muslim LGBTQ youth, Jewish LGBTQ youth), LGBTQ youth with disabilities, LGBTQ immigrant youth, or another specific LGBTQ youth population, as approved by the professor. Student will then complete a project to learn more about this population – the project will include the following components: review of an organization or resource designed to support the specific LGBTQ youth population, identification of and reading of 1 additional reading about the chosen LGBTQ youth population, completion of an art piece, podcast episode, paper, presentation, website, video, and/or other medium designed to communicate learnings about the chosen population, including addressing specific required areas of inquiry. There will be short assignments along the way in the Project Journals to build up to the project that will have specific required due dates (and will be considered in final project grade). The final outcome of this project will be shared with the class in the form of a “virtual gallery.”

Module 3: Educator Interview & Analysis Project (30 points):

The experiences of LGBTQ youth are significantly influenced by the educational contexts where they exist – in supportive, challenging, and complex ways. Educators are both shaped by and shape the environments they work in. The purpose of this assignments is for students to deepen their understanding of educators' roles and perspectives, and gain insight into the various ways schools are (and are not) supportive and welcoming to LGBTQ youth. Students will identify and interview an educator, and either write a paper, create an engaging slide deck, and/or create a video that analyzes their findings according to key questions provided (note: you need do a different type of assignment than what you used for your population project). There will be short assignments "steps" along the way in the Project Journals with specific due dates to help you stay on track that will contribute to the project (and will be considered in final project grade).

Students can complete extra credit assignments (worth up to 5 points each) at any point throughout the semester and submit via Blackboard. Students may submit up to tow extra credit assignments for up to possible of 10 points. Students will be informed of additional several extra credit opportunities including: participating in educational events or activities, identifying related current event news articles and submitting descriptive response, and other potential opportunities. If you have another idea for an extra assignment that you’d like to do, let me know and we can discuss!

1. Watch, listen or participate in specific media, event, or activity (some possibilities are at the bottom of this message, and if you know of one you’d like to suggest, let me know) and then...
2. Either:
   1. Write a 1 page reflection paper describing what you watched/listened/participated in, your thoughts on it, and relate it to what we are learning in the course. 

OR

                        b. Share your experience with the class with a short oral presentation - describing what you watched/listened/participated in,                                your thoughts on it, and relate it to what we are learning in the course.

Extra assignment is worth up to 5 points. Note: you can only complete 2 extra credit assignments during the semester (see me if you’d like to request an exception and do more - the extra credit points on the Educator Interview Assignment do not count towards the limit of the these 2 extra assignments, so you can do the extra points for the Educator Interview Assignment AND up to 2 more additional extra credit assignments).

SOME OPTIONS (if you have another one, reach out to me to get it approved!):

Podcasts (you can find at link or on apple podcasts or spotify, listen to 1 episode):

-     Queer Teen Podcast

-     Rainbow Parenting

-     Making Gay History

-     One From the Vaults - A Trans History Podcast

-     LGBTQ & A

Events

In person OR virtual events at Brooklyn College LGBTQ Resource Center or Brooklyn Pride Center or The Center

LGBTQ Walking History Tours

You can submit extra credit at any time during the semester (no more than 2 assignments) but all extra credit assignments must be submitted no later than 5/18.