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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
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.
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:
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:
This course meets the following competencies for the 2016 CACREP Standards:
This course will use some 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.
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|
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.
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:
|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|
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.
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.
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:
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.
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|
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.
|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|
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|
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.
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
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.
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:
The Brooklyn College Center for Student Disability Services is working remotely at this time. Please email them at email@example.com 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 firstname.lastname@example.org
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.
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.