On this page you will find detailed instructions on course assignments and rubrics. There are downloadable versions of each assignment and rubric on each page.
Failure to be present regularly and on time will suggest that the course is not a priority. Absence from more than one (1) class session will reduce your grade by five (5) points. Furthermore, each additional absence will result in a three (3)-point grade reduction. Failure to come to class on time will result in a point deduction up to the discretion of the instructor. In the event of an emergency, you are to contact the
professor with advanced notice via email. Documentation is required for an excused absence.
Successful completion of this course will be dependent upon: your regular attendance; reading assignments prior to coming to class; completion of assignments in a thoughtful, critical, and on schedule manner; and well thought out contributions to theoretical class discussions, self-reflection activities, and group activities. Due dates for all assignments are noted in this syllabus.
To assess students’ readiness for class discussion, the professor may choose to give unannounced quizzes regarding the assigned readings for the day. The number of quizzes per semester will be at the discretion of the professor. Quizzes may consist of multiple choice and/or essay questions, may take from 10-15 minutes to complete, and will be given at the beginning of class.
There will be no make-up quizzes: If a student arrives late to class, their score on that day’s quiz will be zero. The grades from quizzes will be factored in the student’s participation grade at the end of the semester.
*You must submit your 2-3 critical questions for EACH assigned article prior to class starting for full participation points in this course. These questions will serve as a foundation for our class cultural
Brooklyn College abides to the state law regarding non-attendance because of religious beliefs, as expressed on the of the student bulletin Graduate Student Bulletin 2019–2020 - Brooklyn College . As cited in the bulletin (p. 40), New York State Education Law, Title I, Article 5, Section 224-a, declares that:
"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."
In addition, "[t]he faculty and the administration will not allow any adverse or prejudicial effects to accrue to students availing themselves of this regulation."
If you are unable to attend class in any occasion for religious reasons, please notify me in advance to make the necessary arrangements.
Students will be reflecting on their cultural backgrounds and will include the following components:
Construct a genogram (significant friendships or other relationships in which you consider significant may be included). You are to include: names of maternal/paternal grandparents, parents and siblings, you and your siblings, and other significant family members. For each person, include the following: birth date/age, ethnic background, birthplace, religious affiliation, date of marriage/relationship status, level of education, occupation/career, values, interests, hobbies, and other important descriptors. This is to be incorporated in your genogram (use of symbols is permitted).
Reflect on your genogram
As part of the course requirement, students enrolled in this spring 2020 multicultural (7922T) course will participate in a virtual pen pal dialogue. This assignment has been selected because pen-pal communication has been shown to promote self and other awareness through cross-cultural connections. The second week of class you will be assigned a virtual pen pal from [CUNY Brooklyn or Caldwell University]. You will be expected to schedule a 30-minute, biweekly video-conference with your pen-pal where you will be reflecting on course content and your own cultural awareness. You will be utilizing Zoom which is a video-telephone online platform. For those of you who are not familiar with Zoom, the link "How to Schedule a Call/Meeting" takes you to instructions (print and video) on how use Zoom.
After each virtual pen-pal communication, you will be writing a 2-3-page reflection discussing your experience.
“Privileged and marginalized counselors develop self-awareness, so that they may explore their attitudes and beliefs, develop knowledge, skills, and action relative to their self-awareness and worldview.” MSJC Competencies, pg. 5.
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. Also, use the specific resources and prompts listed below as a guide for your personal cultural review and reflection.
Each prompt is to be integrated in your narrative. You are encouraged to utilize creativity, thoughtfulness, and intention in discussing your intersectionality and cultural identity. As you reflect,consider the following sections of the multicultural counseling and social justice competencies (pg. 5) as part of your personal cultural review and reflection:
The paper will be written using APA 8th edition professional writing and formatting . 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 and reference pages) 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.
Attend at least one activity that relates to a cultural, ethnic, value, or identity issue. You should spend at least 2 hours engaged in the activity/event. You are encouraged to attend an event with a group about which you have the MOST preconceived ideas, and a primary purpose is to participate in a new cultural immersion. Past experiences may not be used for this assignment. The use of audiovisual material is mandatory, and PowerPoint presentations encouraged. Here are instruction tips on creating accessible PowerPoint presentations and here are instruction tips on creating accessible audiovisual materials. Presentations will be 15 minutes in duration.
Students will include discussion surrounding why you chose this activity, when it took place, your expectations before the event, your experience through the event, and your reflections of the experience following the event. A critical reflection on the experience is needed; how might this
experience influence your work as a counselor and ways in which you can better prepare for future clients/students. What would you like your professional peers to take away from your learning experience? Activities may include, but are not limited to, attending a religious service,
attending a funeral of another religion, an interview, attending a meeting for a campus multicultural organization, or participation in any other activity that may be related to a cultural, ethnic, value, or identity issue different from your own. Please note that you must receive prior instructor approval for the event you choose. To be further discussed in class.
Students will present a School Counseling Advocacy project in groups on specific student populations. The duration of the presentations should be 20-25 minutes.
Groups of 4 or 5 (depending on class size and time constraints). Groups will be chosen within the first two weeks of class. Groups will need approval from instructor prior to finalizing population.
This final paper is the culminating part of your reflection for the course. Using the ADDRESSING and/or RESPECTFUL framework, describe in detail your experiences of privilege and oppression in each of its dimensions. This project entails integrating the readings and class discussions as well as undergoing a process of critical self-reflection.
For each of ADDRESSING dimensions:
For the areas in which you hold privilege (as a member of the dominant group), describe your process and the challenges in acknowledging and understanding your privilege. Use the readings and class discussions to elaborate and reflect on your privilege. Discuss how you will continue to further your multicultural competence in this area (increasing your awareness, knowledge, and skills).
For the areas in which you experience oppression (as a member of a non-dominant group), describe your process and the challenges in acknowledging and understanding how you were/are impacted by oppression in this dimension. Use the readings and class discussions to elaborate and reflect on your experience (or the experience of other members of your group). Discuss how you will continue to further your multicultural competence in this area (increasing your awareness, knowledge, and skills).
How does is your privilege/oppression in this area different for you due to your other areas of privilege/oppression?
Final remarks: Share your final thoughts/insights regarding this assignment and the class in general.
How did this course influenced your multicultural competencies:
What did you learn about the intersectionality of your experience? How did your perception of other people’s experience shift as a result of understanding their intersectionality?