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SPCL 7922T Multicultural Counseling (Elmadani): Home

Spring 2023 OER

Professor Information

  • Professor: Abdelaziz Elmadani, PhD,
  • Email:
  • Phone: 718-951-4816
  • Office Hours: Tuesdays 2:30-4:00 pm – additional times by Appointment
  • In-Person Sessions: Tuesdays @ 4:30 – 7:00 p.m. in 2610 James
  • OER url:

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Important Dates

  • Wed, January 25: First day of Spring 2023 classes
  • Tues, January 31: Last day to add a course
  • Sun, February 12: No classes scheduled
  • Mon, February 13: College Closed – No classes scheduled
  • Mon, February 20: College Closed – No classes scheduled 
  • Tues, February 21: Conversion Day – Classes follow a Monday schedule 
  • Weds, April 5 through Thursday, April 13: Spring Recess – No classes scheduled
  • Tues, May 16: Last day to withdraw from a course with a “W” grade
  • Weds, May 17: Final Examinations Begin
  • Tues, May 23: Final Examinations End / End of Spring Semester

Important Info

Students are expected to have completed all the readings for each class and be prepared to engage in team activities and class discussion regarding the assigned material.

This course uses Open Educational Resources (OERs)  “Open Educational Resources are teaching and learning materials you may use without charge."

All the readings and videos are available online for free at no cost to students. Located at the following URL

  • OER url:

It is highly encouraged that students take hand-written (better than typed) notes with each reading, as this fosters a deeper cognitive processing of the material and ultimately better retention when the notes are reviewed.

Course General Info

Clinical skills necessary for pupil personnel service providers to work effectively with multilingual and culturally diverse populations. This experience-based course will develop awareness of cultural, linguistic, and ethnic factors that influence and shape behavior and development. Personal history, literature, and films will be analyzed in the contexts of acculturation and identity. Current research and theoretical and applied knowledge in this field will be reviewed. Students will integrate theoretical and applied knowledge in written assignments and presentations.

Multicultural training for master’s level counselors is an essential aspect of graduate education. With the development and refinement of the Multicultural Counseling Competencies by the Association of Multicultural Counseling and Development (Sue, Arrondondo, & McDavis, 1992), many training models have been advanced (Pedersen, 1994; Ridley, Mendoza, Kanitz, Angermeier, & Zenk, 1994). The three dimensions of multicultural counseling competency include:

  • Awareness of one’s own assumptions, values, and biases;
  • Knowledge of the worldviews of culturally different students and clients; and
  • Skill development in appropriate intervention strategies and techniques. Research has documented significant increases in multicultural counseling awareness via coursework integrated into counselor education programs (D’Andrea, Daniels, & Heck, 1991).

The emphasis of this course is on increasing students’ awareness, which includes understanding one’s own worldview and cultural conditioning, and the subsequent effects on one’s ability to interact effectively with a variety of individuals.

As a result of participation in class, students will gain an understanding of the cultural context of relationships, issues and trends in a multicultural society related to the diversity of racial, ethnic, and cultural heritage, socioeconomic status, age, gender, sexual orientation, and religious and spiritual beliefs, as well as physical, emotional, and mental abilities. Additionally, students will gain an understanding of the unique characteristics of individuals, couples, families, ethnic groups, and communities. By the end of this course, students will be able to:

  1. Demonstrate awareness of multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally (CACREP Standard 2.F.2.a; 2.F.2.c.);
  2. Demonstrate self-awareness of attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients (CACREP Standard 2.F.2.b; 2.F.2.d);
  3. Demonstrate knowledge of theories of multicultural counseling, theories of identity development, and social justice (CACREP Standard 2.F.2.b; 2.F.2.e);
  4. Demonstrate knowledge of individuals, couples, families, groups, and community strategies for working with and advocating for diverse populations, including multicultural competencies (CACREP Standard 2.F.2.c; 2.F.2.b; 2.F.2.f.);
  5. Demonstrate knowledge of counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy, and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body (CACREP Standard 2.F.2.b; 2.F.2.g.);
  6. Demonstrate knowledge of counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination (CACREP Standard 2.F.2.h.); and

This course meets the following competencies for the 2016 CACREP Standards:

  • 2.F.2.a. Analyze multicultural and pluralistic characteristics within and among diverse groups
  • 2.F.2.b. Apply theories and models of multicultural counseling, cultural identity development, and social justice and advocacy
  • 2.F.2.c. Examine counselors’ roles in developing multicultural counseling competencies
  • 2.F.2.d. Evaluate the impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others
  • 2.F.2.e. Analyze the effects of power and privilege for counselors and clients
  • 2.F.2.f. help-seeking behaviors of diverse clients
  • 2.F.2.g. Evaluate the impact of spiritual beliefs on clients’ and counselors’ worldviews
  • 2.F.2.h. Apply strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional

Course Details

This course will use some aspects of Team-Based Learning (TBL) pedagogy ( 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.

Students are assigned preparatory materials to review before the start of each class. The preparatory materials can be lectures, articles, videos, or PowerPoint slides. The preparatory materials highlight foundational vocabulary and the most important concepts the students needs to be problem-solving, but not everything they need to know by module end.
Some of the class sessions will begin with a multiple-choice quiz given in class. The RATs only take 10-15 minutes to complete, and a double-time accommodation has been added for all students. The RAT holds students accountable for acquiring important foundational knowledge from the assigned readings that will prepare them to begin problem-solving during the class sessions. The class sessions will begin right after the quizzes.
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.

Course Requirements

Class Attendance and Participation (10% of overall grade)

CLASS ATTENDANCE, PUNCTUALITY, ACTIVE PARTICIPATION, AND COMPLETION OF ALL ASSIGNED READINGS are essential for the experiential nature of this class. Since much of the learning in this course occurs in the context of discussion and experiential exercises, you are expected to be present and on time for all class meetings. Tardiness or leaving class early counts as an absence. Students with two (2) or more absences (for any reason, excused or unexcused) will have their final grade dropped one letter, and four (4) absences will result in failure (“F”) of the course. In the event of absence, the student is responsible for all missed work. No credit will be given for participation if absent for class. You are expected to read and reflect upon all assigned materials, attend class, and share your thoughts, during class discussions and activities. For the purpose of class discussion, it is recommended that you write reflective notes for yourself prior to class. These notes should include your observations, ideas, and questions on the main issues and points addressed in the assigned readings.

The professor may call upon students in class. However, it is expected that each student will contribute to the class discussion without the professor having to take the lead at all times.


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. The process is two-fold: the students conduct a self-assessment, and the instructor evaluates participation via observation. Students are required to critically reflect on their participation in small- and large-group discussions by completing a midterm and final self-assessment. The purpose of the self-assessment is to foster an honest critical self-reflection and to enhance the quality of participation. If the student’s and instructor’s assessments do not coincide, then they will meet to discuss it further. 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. Students evaluate their own level of participation and award points out of 100 using the criteria described below.

Class Participation Evaluation Points

Consistently raises or facilitates discussion with peers 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).

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
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


Quizzes 20%

There will be periodic quizzes (10 quizzes) designed to assess your completion and basic understanding of the lecture and assigned readings (and videos, podcasts, etc.). The quiz only takes 10 minutes. There are no make-ups for missed quiz.

Blackboard Discussion Board Forums 10%

The discussion board forums are student-centered and aimed at foster ring student-to-student learning community via an asynchronous format. The discussion prompts are designed to foster a deeper processing of the course material timed right before the material is discussed in class. Students are expected to post on discussion boards before the deadline and to interact at least twice with other students during every discussion board thread as the following:

  1. Create and post their initial response to the Discussion Question by Friday. 300-400 word count for the initial response to the question must be met. Your responses to the forum question must be supported with sources from the readings from the textbook and scholarly journals (3 references); reflect your understanding and thoughtful reflection; show clear connections to previous or current content or to real-life situations; be well organized, appropriate, and relevant. The references of your in-text citations must be written at the end of your responses to the instructor’s questions.
  2. Respond to at least two of the other students’ initial postings by Tuesday, 4:30pm. 125-150 word count for each of the two responses must be met. Students should formulate a response that expands on the original response, or helps clarify the original response, or asks a question of the original response, or shows how or why you might incorporate the original response into your response, or etc.
Criteria Outstanding Competent Needs Improvement
Quality of Post Appropriate comments: thoughtful, reflective, and respectful of others’ postings Appropriate comments and responds respectfully to others’ postings Responds, but with minimum effort. (e.g. "I agree with Jean")
Relevance of Post Posts topics related to discussion topic; prompts further discussion of topic Posts topics that are related to discussion content Posts topics which do not relate to the discussion content; makes short or irrelevant remarks
Contribution to the Learning Community Aware of needs of community; attempts to motivate the group discussion; presents creative approaches to topic Attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely Does not make effort to participate in learning community as it develops

Counselor Cultural Narrative 15%

This critical reflective writing activity requires students to explore self in relation to attitudes and beliefs, and develop knowledge about personal cultural identity, development, and worldview (including key personal values). Students will address the impact of personal values, cultural identity, family history, and current lifestyle on current sense of self, their future work as school counselors, and their ability to work with different groups in counseling. Use all of your course experiences to date (readings, other course materials, class dialogues, etc.) to inform your work on this project. You will be required to do a literature review, followed by mentioning conversations and interactions with people other than your own identity. Also, use the specific resources and prompts listed below as a guide for your personal cultural review and reflection.

Each prompt below is to be integrated in your narrative. You are encouraged to utilize creativity, thoughtfulness, and intention in discussing your intersectionality and cultural identity.

  1. How do you culturally identify? Include the identities (e.g., woman) and identity intersections (e.g., low income, queer, Chinese woman) you view as most salient and describe why these are most salient for you.
  2. When you look at a photograph of yourself, what do you think others see in terms of your cultural (e.g., ethnicity, race) background based purely on your physical features? What do you see about yourself?
  3. Describe yourself in terms of each component of the ADDRESSING Framework. In what areas do you hold privilege? In what areas do you experience marginalization? How does intersectionality impact your experiences with privilege and oppression?
  4. When did you recall learning that you were male or female? How did you learn this?
  5. When do you remember learning what your sexual orientation is and how did you learn this?
  6. When did you find out what religion your family practiced, if any? How did your family feel about people who had a different religion? Did you have similar feelings? How would you describe your current religion/spiritual orientation?
  7. What were you taught about your family’s socioeconomic status throughout your life? Was social class (yours or others) openly discussed, observed, assumed, etc.? Did you often interact with those whose SES background differed from your own? Describe a critical incident that made you aware of your social class.
  8. How often did your family talk about your ethnic heritage and in what context?
  9. Discuss what messages (verbal and nonverbal) you received about your cultural or ethnic background and what childhood experiences reinforce them. What message did you receive about other cultural or ethnic groups?
  10. Discuss your earliest recollections of learning that people are “different.” Discuss how you realized you or others were “different” and how it impacted you.
  11. Describe the childhood and adolescent experiences or relationships that shaped your view of people who are culturally different than you. What is your current view of people who are culturally different than you?
  12. Describe some experiences that may have influenced you to change the way that you view people who are culturally different than you.
  13. What gender assumptions/biases are common in your cultural and family group?
  14. How is sexual orientation regarded in your cultural group? How did your family help shape your attitudes about sexual orientation?
  15. How did you first come to understand that racism existed? What did you learn from this experience?
  16. What cultural values do you currently hold? Are they similar to or different than those of your family? Which of these values will be different from the common values of other cultural groups?
  17. What has been the major source of information that has shaped your perceptions of different groups of people? How have these values impacted your worldview?
  18. What biases are you currently aware of? How do you plan to manage your biases when working with your clients/students?
  19. What groups do you think that you will have the most difficulty working with? The least difficulty? Why?
  20. What are the implications of these answers for your work with clients from both similar and dissimilar cultural backgrounds? Describe your strategies and plan for advocacy and anti-racist work that you plan to engage in.

The paper will vary in length based on an individual’s personal history and experiences; however, this assignment is considered a comprehensive personal review and reflection. Consider 8-10 content pages (not including title) to be a target. Your writing will be evaluated for its reflective nature and your shared understanding of multiple cultural elements, characteristics, and dynamics included in this course. The rubric that will be used to grade your paper is at the end of the syllabus and posted on blackboard.

Cultural Immersion Experience paper (15%) and presentation (10%):

The purpose of this assignment is to help students fully understand a multicultural group of which they are not a member. Students will engage with a different multicultural group within or outside of their communities.

Your task is to connect with a group that meets the following three criteria:

  1. That constitutes a unique “culture” or clear value system,
  2. That is or has been disenfranchised or oppressed, AND
  3. About which you have (potentially negative) preconceived ideas. This can include racial/cultural, sexual identity, religious/spiritual, economic, or ability diversity (formalized religious services different from your own; volunteer work at soup kitchens and homeless shelters, attending a religious ceremony, burial, rites of passage, social activity, etc.).

Paper Steps

  • Step 1: Contact the group and interview a leader about how to interact with the group, or find a “cultural guide” who can help you access the group appropriately. Interview that person about the group: why they gather, what it means to them. Ensure an informed consent form is used.
  • Step 2: You will attend at least 1 gathering of people in this group, observing and interacting as appropriate. This meeting is to be attended ALONE – NOT with other students from this class or program unless he/she is your cultural guide.
  • Step 3: After the experience, you will describe each of the following:
    1. Your reactions to the experience,
    2. Your thoughts and feelings about the group observed,
    3. Your thoughts and feelings about yourself in relation to the group observed, and
    4. What you need to consider to be an effective counselor with members of this population.

Your final product will be a 3-5 page Word document written in APA format. (See Brooklyn College Library's guide on "Cite Your Sources: APA") Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.

Paper Rubric

CO: 1, 2

Assignment Components Proficient Max Points
Interview a leader about how to interact with the group, or find a “cultural guide” who can help you access the group appropriately. Interview that person about the group. Leader or guide is a member of the multicultural group you are engaging. Purpose of why the group gathers is accurately described, along with the meaning of gatherings for the group. /5pts
After each experience, describe each of the following:  1) Your reactions to the experience,  2) Your thoughts and feelings about the group observed  and  3) Your thoughts and feelings about yourself in relation to the group observed Reactions to the gathering are included. Changes in thoughts and feelings of the group as a whole, and feelings about self in regard to the group are clear and justified. /5pts
Academic Writing: Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e. APA); and display accurate spelling, grammar, and punctuation. Written in a clear, concise, and organized manner; demonstrated ethical scholarship in appropriate and accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation. Use of scholarly sources aligns with specified assignment requirements. /5pts

Presentation Steps

Students will present their projects and share their experiences. The duration of the presentations should be 20 minutes. Presenters also need to lead at least 5 minutes of discussion at the end of the presentations by using prompts. The use of PowerPoint presentations is highly encouraged. Students will hand in a copy of the Class Presentation Rubric before they present. One point will be deducted if students do not hand in the rubric.

Presentation Rubric

  • Name:
  • Date:
  • Total Points:
  • Title of Presentation:
Action Exceeds Expectations Meets Expectations Below Expectations
The subject material was accurately presented. 4 2-3 0-1
The presentation was well organized and structured. 2 1 0
The speaker(s) demonstrated good presentation skills (i.e., use of appropriate language; engaged and involved audience appropriately; appropriate time management). 4 2-3 0-1
  • Speaker(s) were prepared on time and finished on time: __ Yes    __ No (Deduct 1 point)
  • Rubric handed in before presentation: __ Yes    __ No (Deduct 1 point)

Final Exam 20%

Based on the text, lectures, readings, and class experiences, students will be tested on their knowledge of the topics. The exam will consist of multiple choice, True/False, and short/long answers (no essays).

Final Grade Point Equivalent
A+ 99-100+
A 94-98
A- 90-93
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 73-76
C- 70-72
F 69-

NOTE: Students are expected to meet all appropriate/applicable criteria. Failure to meet the criteria will result in an administrative meeting with the instructor and/or School Counseling Program Coordinator to determine how the inability to meet professional standards of conduct impacts the student’s standing in the course and/or program.

All assignments are due on the dates indicated on the course calendar. Grades on assignments will be lowered the designated number of points per week/day late, as measured by the beginning of the class period in which the assignment was due.

Course Policies

Timely submission of work is an important professional attribute. Work submitted late will be marked down accordingly at the discretion of the instructor. The only exception is when the student contacts the instructor before the assignment is due, and the instructor agrees to provide an exception to the due date based on the student’s extenuating circumstances. Assignments not submitted on the due date with no advance notice to the instructor will be penalized as specified in the assignment instructions (see individual rubrics). Faculty Council has determined the following policy for Incomplete Grades: A grade of Incomplete (INC) may be given at the discretion of the instructor when

  1. a student has satisfactorily completed most, but not all, course requirements, and
  2. a student provides to the instructor evidence documenting the extenuating circumstances that prevent the completion of course requirements by the end of the semester.

Candidates receive grades of incomplete (INC) only when a situation beyond their control prevents them from completing course work. It is important to note that grades of INC will only be given if the instructor determines the grade is appropriate given the unusual extenuating circumstances and such circumstances are documented by the student. An incomplete grade in a course that is a prerequisite for another course must be cleared before the candidate can enter the next course. Final assignments not submitted on the due date at the end of the semester are given a grade of zero.

The form as well as the content of your written work will be a part of your evaluation and grade. Correct grammar, punctuation, spelling and organization and clarity of thought will be assessed.

The Brooklyn College Center for Learning holds online and in-person tutoring sessions, including to help your writing. The Learning Center will help you with writing in person and online. You can email the Brooklyn College Learning Center or call 718-951-5821 the Brooklyn College Learning Center located in 1300 Boylan Hall, for assistance with writing.

The instructor is also available to consult with you about your writing and provide constructive feedback on a draft if you make an appointment at least two weeks before an assignment is due. There will be no re-writes for any papers.

Mission Statements and Frameworks

The Brooklyn College School Counseling Graduate Program strives to meet our urban community’s need for highly competent, self-reflective, and compassionate school counselors. The program is committed to improving the educational experiences, and addressing the mental health needs of all children in our richly diverse schools.

The School of Education at Brooklyn College prepares teachers, administrators, counselors, and school psychologists to serve, lead and thrive in the schools and agencies of this city and beyond. Through collaborative action, teaching and research, we develop our students’ capacities to create socially just, intellectually vital, aesthetically rich and compassionate communities that value equity and excellence, access and rigor. We design our programs in cooperation with Liberal Arts and Sciences faculties and in consultation with local schools in order to provide our students with the opportunity to develop the knowledge, proficiencies and understandings needed to work with New York City’s racially, ethnically and linguistically diverse populations. We believe that teaching is an art that incorporates critical self-reflection, openness to new ideas, practices and technologies, and that focuses on the individual learner’s needs and promotes growth. Our collective work is shaped by scholarship and is animated by a commitment to educate our students to the highest standards of professional competence.

This course addresses the four areas described in the Brooklyn College School of Education’s conceptual Framework. The School of Education’s Conceptual Framework offers an overview of the salient themes culled from our mission statement. The themes that follow are integrated into the course as follows:

  • Collaboration:Through the readings, class discussions, and assignments, school psychologist candidates will be placed on teams to enhance and support each other’s learning. They will be asked to share their knowledge with others in the team and the class as a whole during the weekly application activities and discussions of the assigned readings. They will also be 1) prepared to involve themselves in students’ lives by collaborating with families, teachers, administrators, other support staff, and the community; 2) prepared to establish respectful and consistent relationships with diverse families and seek to develop cooperative and reciprocal relationships with families in support of student learning and well-being; and 3) prepared to assist in the creation of classrooms that foster opportunities for student collaboration thereby enhancing student learning and social development.
  • Critical Self-Reflection and Reflective Practice: School psychologist candidates are expected to critically reflect on readings, films, class discussions, and assignments. Over the course of the semester, the school psychologist candidates: 1) critically reflect on their own assumptions about their practices, the students and families with whom they will work, the communities in which they will work, and their own development as professionals; 2) prepare to help develop classroom communities where trust, mutual respect, mindfulness, and critical self- reflection are valued.
  • Social Justice: Over the course of the semester, the school psychologist candidates develop a deeper understanding of the quest for social justice. They are prepared to 1) develop strategies that create classrooms and other educational settings that favor inclusiveness over alienation and promote high expectations for students from historically oppressed groups; and 2) be caring advocates and change agents for all students and their families in pursuit of academic excellence and social equality
  • Diversity: The course will examine the divide between theories that emphasize an evolutionary based view of human universals and those that emphasize a culturally based view of human diversity. Issues of race, ethnicity, class, cultural and linguistic diversity, religion, gender, sexuality, and special needs will be discussed as they apply to multicultural counseling and identity development. Over the course of the semester, the school psychologist candidates demonstrate a capacity to understand students’ families, cultures, and communities, and use this information as a basis for connecting instruction, counseling, and professional practices to students’ experiences.

CUNY Policies

Brooklyn College's Diverse Center for Student Disability Services group smiling.

The Brooklyn College Center for Student Disability Services is working remotely at this time.  Please email them at for assistance.

Students should inform the professor if they have a disability or any other situation that may require Section 504/ADA accommodations.  The faculty and staff will attempt to work out whatever arrangements are necessary.

Please provide me with your course accommodation form and discuss your specific accommodation with me as soon as possible to ensure accommodations are met in a timely fashion.

In order to receive academic accommodations students must first be registered with the Center for Student Disability Services. Students who have a documented disability or who suspect that they might have a disability are invited to set up an appointment with the Director of the Center for Student Disability Services, Ms. Valerie Stewart-Lovell or the Assistant Director, Josephine Patterson or their general email

Academic dishonesty of any type, including cheating and plagiarism, is unacceptable at Brooklyn College. Cheating is any misrepresentation in academic work. Plagiarism is the representation of another person’s work, words, or ideas as your own. Students should consult the Brooklyn College Student Handbook for a fuller, more specific discussion of related academic integrity standards.

Academic dishonesty is punishable by failure of the “…test, examination, term paper or other assignment on which cheating occurred” (Faculty Council, May 18, 1954).

In addition, disciplinary proceedings in cases of academic dishonesty may result in penalties of admonition, warning, censure, disciplinary probation, restitution, suspension, expulsion, complaint to civil authorities, or ejection (Adopted by Policy Council, May 8, 1991).

NOTE: If you have a question about how to cite correctly ask your teacher BEFORE submitting your work.

  • The faculty and administration of Brooklyn College support an environment free from cheating and plagiarism.
  • Each student is responsible for being aware of what constitutes cheating and plagiarism and for avoiding both.
  • View complete text of CUNY Academic Integrity Policy and Brooklyn College procedure for policy implementation.
  • If a faculty member suspects a violation of academic integrity and, upon investigation, confirms that violation, or if the student admits the violation, the faculty member must report the violation.
  • Please read the section entitled “Academic Regulations and Procedures” in the Brooklyn College Undergraduate Bulletin or Graduate Bulletin for a complete listing of academic regulations of the College.

All students must complete the Preventing Plagiarism Training Modules in SPCL 7900. This is a Program requirement that has been implemented to educate students on plagiarism and strategies for preventing academic dishonesty, which include: following APA style; citing others’ work; using quotations when copying other authors’ exact words; and most importantly, writing papers using your own words. Academic dishonesty is punishable by failure of the “…test, examination, term paper or other assignment on which cheating occurred” (Faculty Council, May 18, 1954). In addition, disciplinary proceedings in cases of academic dishonesty may result in penalties of admonition, warning, censure, disciplinary probation, restitution, suspension, expulsion, complaint to civil authorities, or ejection (Adopted by Policy Council, May 8, 1991). Download the CUNY Policy on Academic Integrity document from Blackboard, located in the “Syllabus”. Academic dishonesty in this course is grounds for disciplinary action which may include failure in the assignment and/or class, and dismissal from the program.

Bereavement Policy:

  • Students who experience the death of a loved one must contact the Division of Student Affairs, 2113 Boylan Hall, if they wish to implement either the Standard Bereavement Procedure or the Leave of Absence Bereavement Procedure. The Division of Student Affairs has the right to request a document that verifies the death (e.g., a funeral program or death notice). Contact Email:
  • Typically, this death involves that of a family member, in parallel to the bereavement policy for faculty and staff. However, it is up to the discretion of the Division of Student Affairs to determine if a death outside of the immediate family warrants implementation of the student bereavement policy.
  •  As an option, and in consultation with the Division of Student Affairs, students may take the Leave of Absence Bereavement after the Standard Bereavement.
  • Reference to the Student Bereavement Policies will be noted on course syllabi.
  • Students requesting a religious accommodation should contact the Division of Student Affairs as well. The chief student affairs officer, or a designee, and the student will engage in an interactive process with the goal of finding an acceptable accommodation.

Bereavement Procedure:

  • Upon approval from the Division of Student Affairs, the student is allowed one week, commencing from the day of notification to the Division of Student Affairs, of excused absence.
  • Should the student feel that he/she needs additional days, these should be discussed with individual course instructors and/or the Division of Student Affairs.
  • The Division of Student Affairs will contact the student’s faculty and academic staff of the student’s courses.
  • Faculty and academic staff will be advised that extensions must be granted to the student for the period of one week of excused absence.
  • Further extensions may be negotiated with the student when he or she returns to campus.
  • Students are encouraged to discuss options with their instructors.

Leave of Absence Bereavement Procedure:

  • Students may be allowed to withdraw from the semester in which the death occurs.
  • The Bereavement Leave of Absence is for one semester only.
  • Students who have opted to take the Bereavement Leave of Absence and have already attended classes for the semester of the leave will be allowed to re-enter the following semester without having to reapply to the college.
  • Students who wish to take the leave of absence prior to the beginning of the semester will be required to reapply for the following semester.
  • Students who are in good academic standing will be given the opportunity to successfully complete the credits for the semester in which they return.
  • Students will consult with the Division of Student Affairs, on a case-by-case basis, as to whether they should withdraw from their courses during this leave of absence or to request incompletes from the faculty member.
  •  Given that there may be a potential impact on financial aid, students who receive financial aid and who take the Bereavement Leave of Absence, upon arrangement with the Division of Student Affairs, will meet with a financial aid adviser prior to taking this option.
  • The New York State Education Law provides that no student shall be expelled or refused admission to an institution of higher education because he or she is unable to attend classes or participate in examinations or study or work requirements on any particular day or days because of religious beliefs.
  • Students who are unable to attend classes on a particular day or days because of religious beliefs will be excused from any examination or study or work requirements.
  • Faculty must make good-faith efforts to provide students absent from class because of religious beliefs equivalent opportunities to make up the work missed; no additional fees may be charged for this consideration.
  • If classes, examinations, or study or work requirements occur on Friday after 4 p.m. or on Saturday, similar or makeup classes, examinations, or study or work requirements will be made available on other days, where possible and practical.
  • The faculty and the administration will not allow any adverse or prejudicial effects to accrue to students availing themselves of this regulation.
  • If students have complaints about the application of this policy, they are entitled to bring action or a proceeding for enforcement of their rights in the Supreme Court of Kings County